× خانه ژورنال ها پست ها ثبت نام ورود

نتایج جستجو برای MOOCs

تعداد نتایج: 629  
2013
Niels Bjørn-Andersen, Joey F. George, John Leslie King, Hock-Hai Teo,

Massive Open Online Courses (MOOCs) might be the proverbial “tipping point” in discussions about the role of information and communication technologies in higher education. To some they offer dramatic cost savings without loss in quality; to others they are best described as MESS (Massive Extension of Sage on the Stage). If the history of IS is any guide, MOOCs portend dramatic changes over tim...

Journal: :CoRR 2014
Nabeel Gillani, Rebecca Eynon, Michael A. Osborne, Isis Hjorth, Stephen J. Roberts,

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds – but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC dataset and use Bayesian Non-negative Matrix Factorization (BNMF) to extract communities of learners based on the nature of their online forum posts. We see that ...

2016
Erik De Corte, Lars Engwall,

2014
Barbara Moser-Mercer,

challenges that relate mainly to educational content, cultural and linguistic sensitivity, on-site infrastructure and appropriate needed that address these challenges. This paper reports on a case study involving two refugees living in Dadaab Refugee constraints encountered by these learners, describes temporary solutions adopted as the course evolved, and proposes longterm solutions to be envi...

2016
Marie Lefevre, Nathalie Guin, Jean-Charles Marty, Florian Clerc,

One of the major challenges that the MOOCs must face is to provide learners with personalized learning paths. In this article we propose a model allowing the implementation of personalization in the context of MOOCs. Its purpose is to enable teachers and MOOCs designers to express their educational objectives in order to obtain an adaptation of the courses to everyone.

2016
Qiujie Li, Rachel Baker,

Previous studies about engagement in MOOCs has focused primarily on behavioral engagement and less attention has been paid to cognitive engagement. This may lead to incomplete or even incorrect understandings about students experience and learning in MOOCs. In this study, we use number of lectures watched as a proxy for behavioral engagement and number of pauses in lectures watched as a proxy f...

2015
Laia Albó, Davinia Hernández Leo, Miquel Oliver,

Blended Massive Open Online Courses (bMOOCs) have arisen as a blended learning strategy that combines the use of MOOC platform-supported activities and video-based content with in-class face-to-face activities in Higher Education contexts. While first bMOOCs experiences are being reported in the literature, it is unclear which is the general perception of this approach by university teachers. T...

2013
Joseph Jay Williams, Dave Paunesku, Benjamin Heley, Jascha Sohl-Dickstein,

A key challenge in online learning is keeping students motivated. We report an experiment that added motivational messages to students solving mathematics problems on the KhanAcademy.org platform. By simply adding sentences above the text of a math problem, students attempted (successfully) a greater number of problems, were more likely to acquire exercise proficiencies, and even solved a large...

2017
Ulrike Wild, Michèle Gimbrère,

The number of high level MOOCs produced by top universities can contribute to an increasing flexibility in academia but we seem somewhat hesitant in offering them to our students. When Wageningen university decided to integrate its own MOOCs in the electives for the campus students, we discovered that most obstacles were caused by academic beliefs and systems, anchored in our face to face educa...