Construction of higher education knowledge map in university libraries based on MOOC

INFORMATION SERVICES IN UNIVERSITY LIBRARIES IN THE UNITED KINGDOM was published in Studies on the organisational structure and services in national and university libraries in the Federal Republic of Germany and in the United Kingdom on page 222.

This chapter analyzes the instructional quality and learning design of different categories of online courses and their history, with a special focus on massive open online courses (MOOCs). Online courses have a long tradition that has gained public attention, broad interest, and huge numbers of participants thanks to the introduction of free MOOCs accessible online for all interested learners worldwide. In this chapter, we first define MOOCs, their characteristics, and history. Afterward, theoretical frameworks and practical instruments and tools based on scientific research are presented. From the beginning, the quality of MOOCs (and of online courses in general) has been debated. That led to discussions about the learning design and outcomes of MOOCs, which we introduce in the next section. Key research findings and practical validated instruments for designing and evaluating MOOCs (and online courses in general) are presented. Then following, the key benefits of MOOCs and the main arguments and scenarios for their usage are summarized. Based on our analysis of the research results, practices, and standards, a framework for categories and types of (massive open) online courses is proposed, called the typologies of online courses (TOC) framework. As part of the global community for open educational resources (OER) and in combination with the UNESCO recommendation on OER, MOOCs can play a significant role in achieving the SDG4 of the United Nations: inclusive and equitable quality education for all. This is true in particular during times of public lockdowns, such as during the ongoing COVID-19 pandemic.

Previous articleNext article No AccessReviewsInformation Services in University Libraries. F. H. Ayres, J. Hall Michael K. BucklandMichael K. Buckland Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Library Quarterly Volume 45, Number 4Oct., 1975 Article DOIhttps://doi.org/10.1086/620434 Views: 1Total views on this site Copyright 1975 The University of ChicagoPDF download Crossref reports no articles citing this article.

BackgroundMassive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine.ObjectiveWe aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typical length of course, and credentials offered. We also discuss opportunities and challenges presented by MOOCs in health and medicine.MethodsHealth and medicine–related MOOCs were gathered using several methods to ensure the richness and completeness of data. Identified MOOC platform websites were used to gather the lists of offerings. In parallel, these MOOC platforms were contacted to access official data on their offerings. Two MOOC aggregator sites (Class Central and MOOC List) were also consulted to gather data on MOOC offerings. Eligibility criteria were defined to concentrate on the courses that were offered in 2013 and primarily on the subject of health and medicine. All language translations in this paper were done using Google Translate.ResultsThe search identified 225 courses, of which 98 were eligible for the review. Over half (58%, 57/98) of the MOOCs considered were offered on the Coursera platform, and 94% (92/98) of all the MOOCs were offered in English. Universities offered 90 MOOCs, and the John Hopkins University offered the largest number of MOOCs (12/90). Only three MOOCs were offered by developing countries (China, West Indies, and Saudi Arabia). The duration of MOOCs varied from 3-20 weeks with an average length of 6.7 weeks. On average, MOOCs expected a participant to work on the material for 4.2 hours a week. Verified certificates were offered by 14 MOOCs, while three others offered other professional recognition.ConclusionsThe review presents evidence to suggest that MOOCs can be used as a way to provide continuous medical education. It also shows the potential of MOOCs as a means of increasing health literacy among the public.

Purpose The purpose of this study is to propose a research model based on the stimulus-organism-response (S-O-R) model to explore whether interactivity (INT) and virtual rewards giving (VRG) as environmental stimuli to learners’ learning engagement (LE) elicited by massive open online courses (MOOCs) affect their learning persistence (LP) and learning outcome (LO) in MOOCs. This study further examines whether usage experience (UE) moderates the path relationships within the research model. Design/methodology/approach Sample data for this study were collected from learners who had experience in taking VR-based MOOCs provided by the MOOCs platform launched by a well-known university in Taiwan, and 313 useable questionnaires were analyzed using structural equation modeling. Findings This study proved that learners’ perceived INT and VRG in MOOCs positively influenced their psychological LE and social LE elicited by MOOCs, which concurrently expounded their LP in MOOCs, and in turn uplifted their LO in MOOCs. Besides, this study showed that learners’ UE partially moderated the path relationships in the research model. The research model respectively explains 71.8 and 56.6% of the variance (R2) in learners’ LP and LO in MOOCs. This study first reveals that learners’ perceived INT in MOOCs is the largest antecedent that can maximize their LP and LO in MOOCs via their PLE elicited by MOOCs. Next, learners’ perceived VRG in MOOCs is the strongest antecedent that can maximize their LP and LO in MOOCs via their SLE elicited by MOOCs. Originality/value This study utilizes the S-O-R model as a theoretical groundwork to construct learners’ LO in MOOCs as a series of the psychological process, which is affected by INT and VRG. Noteworthily, while the S-O-R model has been extensively employed in previous literature, little research uses the S-O-R model to explain the impacts of INT and VRG on learners’ LP and LO in MOOCs and examine whether learners’ UE can moderate the model relationships. Hence, this study enriches the research for understanding how learners value their learning gains via INT and VRG to support them in MOOCs.

A massive open online course on the laws of thermodynamics has been designed using the 5Es (Engage, Explore, Explain, Elaborate, Evaluate) lesson planning methodology and delivered using everyday engineering examples to provide familiar contexts for both a global cohort of more than 3000 learners ranging in age from teenagers to septuagenarians in 137 different countries plus a large class of 355 university undergraduates. In addition to the structured pedagogy, the massive open online course included innovations in the use of practical exercises, that could be performed in the learner’s kitchen, and worked examples to enhance the learning experience. The massive open online course was provided in parallel with an introductory undergraduate course and as an additional learning resource for the undergraduate students. A little less than one-fifth of the undergraduates participated in the massive open online course and just over half of these responded that it would be an acceptable substitute for traditional lectures. The percentage completing the massive open online course was relatively high at 28% compared to 21% for other massive open online courses on the same platform, which is attributed to the pedagogy and strong support for social learning based on a survey of fully participating learners in the last week of the five-week course.

IntroductionThe past decade has seen an increased presence of online educational platforms as a widespread mode for mass education evidenced by the growing popularity of Massive Open Online Courses (MOOCs). Unsurprisingly, The New York Times deemed 2012 the year of the MOOC. These online platforms have enlivened a national conversation on innovation and a debate on their effectiveness in achieving the United States' postsecondary education goals. This article examines the extent to which historically Black colleges and universities (HBCUs) can participate in this conversation by reviewing the extant literature on distance learning technologies at HBCUs and the available data on technological infrastructure at HBCUs using the National Center for Education Statistics' Integrated Postsecondary Education Data System. Rather than solely joining the bandwagon, these authors suggest that HBCU leaders are in a suitable position to serve as advocates to bridge the persistent (racial) digital divide in the nation; a necessary first step if one is to envision MOOCs as a suitable supplement for education.As an emerging phenomenon in higher education, MOOCs persist without a stable definition (Baggaley, 2013). For this article, the authors define MOOCs as online courses offered through mediated agreements, and hosted in partnerships with companies such as Coursera (coursera.org), Udacity (udacity.com), edX (edX.org), NovoEd formerly Venture Labs (novoed.com or venture-lab.org), and Udemy (udemy.com; Billington & Fronmueller, 2013). MOOCs, unlike other forms of online education, are free, and aim to enroll thousands of students. Additionally, unlike the traditional models of online education, MOOCs engage with the flipped classroom model where instructors opt to act more like a tutor walking among the students rather than a sage on the stage performing a monologue (Voss, 2013, p. 23).Therefore, the question is asked, what is the capacity of HBCUs to integrate MOOCs into their learning models? Also, will MOOCs serve as an enhancement to HBCU campuses, their missions, and their students? In this article, these questions are answered by focusing on two key issues undergirding the assumption of MOOCs potential to innovate the future of higher education. First, the authors forefront the lack of adequate extant data (mis)used to claim that MOOCs can be effective throughout the varied institutional contexts of higher education. Secondly, attention is drawn to the national digital divide that hinders the potential for MOOCs to effectively succeed. Using these two propositions, the aim is to temper the knee-jerk disposition to believe that MOOCs can serve as a panacea for higher education's challenges.MethodologyThe basis of this article is a comprehensive literature review pertaining to HBCUs and MOOCs, supplemented with national data. A systematic approach is used to crafting a literature review. This approach is important as this is the first article to examine the topics of MOOCs within the HBCU context. This study is laying the foundation for future research. The literature review is divided into three sections that provide a landscape and delve deeper into the needs and concerns of key constituents on HBCU campuses. Section one focuses on the literature pertaining to MOOCs overall, the rise of technology on college campuses, including the HBCU context. Section two pertains to these general topics but examines the role and needs of faculty with this context. Finally, section three of the literature review considers the student and his or her learning and role in the potential adoption of MOOCs on HBCU campuses. In addition to a focus specifically on HBCUs, the authors also consider the overarching digital divide in the United States as well as the lack of data to make good decisions about the adoption of MOOCs at HBCUs. This comprehensive literature review leads to a set of recommendations for HBCUs to consider when thinking about adopting MOOCs as a part of their curricula or partnering with MOOC platforms. …

MOOC(Massive Open Online Course)란 대단위로 누구나 무료로 수강할 수 있는 온라인 강좌이다. 이러한 MOOC가 기존 대학체계를 무너뜨리고, 교육의 새 지평을 열 것이라는 전망이 있었다. 그러나 MOOC는 기존의 고등교육기관을 위협할 것이라는 최초의 전망과는 다른 양상으로 진행되고 있다. 그래서 본 연구는 MOOC의 허와 실을 드러냄으로써 MOOC를 우리 고등교육의 실정에 맞게 제작하고 활용할 수 있는 논의의 시발점을 마련하고자 한다. MOOC는 기본적으로 온라인 교육이므로 기존 온라인 교육의 본질적인 문제점인 '상호작용, 감독 및 평가'의 문제를 그대로 계승할 수밖에 없다. 그리고 새로이 추가된 'Massive' 개념은 교육 현장에서 가장 민감한 부분인 강좌당 학생 수 문제를 불러일으키며, 'Open' 개념은 MOOC가 불특정 다수를 염두에 둔 강좌이므로 맞춤형 교육에 역행된다. 결론적으로 MOOC는 자기 주도적 학습 능력이 매우 탁월한 학습자들과 전통적인 온라인 고등교육기관에도 접근할 수 없는 사람들을 위한 교육 서비스로 자리매김 되고, 대학에서는 Flipped Learning의 수단으로 사용될 가능성이 매우 높다. 그러므로 향후 MOOC에서는 이 점이 고려되어 강좌의 대상에 맞게 차별화되어 개발될 필요가 있다. MOOC (Massive Open Online Course) is an online course aimed at limited participation and open access via the web. There is even the prospect that MOOC may break down the existing university system and open a new horizon of education. However, MOOC is going differently from the first prospect that it would threat the existing higher education institutions. So this study wishes to provide a starting point of discussion that we can produce and utilize MOOC to fit our situation of higher education by revealing the inherent problems of MOOC. MOOC is a basically online education, so that it cannot help inheriting the essential weakness of the existing one: the interaction, supervision and evaluation. The newly added concept 'massive' raises the problem of class size which is the most sensitive part in the field of education. The concept 'open' reverses a customized education because MOOC is a kind of video clips of a lecture for unspecific massive learners. As a conclusion, we predicts that MOOC will be positioned as a higher education service for very prominent learners in self-led learning ability and people who cannot access even traditional online higher education institutions. Also MOOC is highly likely to be used as a means of Flipped Learning in universities. Therefore, considering these points in the future, we need to develop MOOC to suit these targets.

Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were developed to analyse the current status of MOOCs and to examine the different perspectives of learning with MOOC from core MOOC stakeholders. Based on a literature review and analysis of existing quality approaches and indicators for MOOCs, the Global MOOC Quality Survey was designed and conducted (n=267). Final objective is the development of the Quality Reference Framework (QRF) with quality indicators and tools in close collaboration with all interested stakeholders worldwide. This paper presents first results from the Global MOOC Quality survey relating to the overall experiences with MOOCs and their offered four interaction types: learner-facilitator (LF), learner-resource (LR), learner-learner (LL) and group-group (GG). There was a very high significant relationship (p<.001) between the learners' MOOC experience and the three interaction types LF, LR and LL and a significant relationship (p=.026) for the fourth interaction type GG. There was not a significant relationship between the designers' MOOC experience and all four interaction types. Comparing the different perspectives of learners and designers, our analysis presents significant differences in MOOC learners' and designers' intentions and experiences. Hence, it can be questioned whether MOOC designers are currently understanding and meeting the interests and demands of the MOOC learners.

The running security and stability of massive open online course's teaching network directly affect the implementation process of massive open online course's teaching tasks. In order to provide valuable reference data for the management and maintenance of the network, this paper puts forward an analysis method of abnormal traffic of higher vocational massive open online course's teaching network based on deep convolution neural network. According to the structure of the teaching network of massive open online course in higher vocational colleges, a network model is built. Under this model, the flow data is collected, and the preprocessing of the initial flow data is completed through data cleaning, standardized conversion and clustering. The deep convolution neural network is established, and the characteristics of network traffic data are extracted through back propagation iteration. After discrete detection and feature matching, the abnormal traffic in the teaching network of higher vocational massive open online course is detected, and the visual analysis results are obtained. Compared with the traditional network abnormal traffic analysis method, it is found that the detection error and missed detection rate of the optimized design method are reduced by 3.75MB and 1.02% respectively, the accuracy of traffic abnormal type analysis is increased by 1%, and the analysis speed is obviously improved.KeywordsDeep Convolution Neural NetworkTeaching in Massive Open Online CourseTeaching NetworkAbnormal Flow Analysis

The systematic review in this study focuses on questionnaire-based quantitative and qualitative studies that focus on the role of massive open online courses (MOOCs) in teacher professional development, with a concentration on the COVID-19 lockdown period. Sixteen studies were selected to be included in this systematic review based on the inclusion and exclusion criteria. The study was designed to answer four main questions: (a) how have MOOCs been used in teacher professional development during the COVID-19 crisis? (b) what are teachers' perspectives toward using MOOCs for professional development? (c) what teacher skills reported as critical in those studies can be improved using MOOCs? and (d) what challenges faced by teachers during the use of MOOCs for training are reported in those studies? The results of this review reveal that (i) MOOCs were used to support teachers moving online, improve their personal skills during that crisis, and allow them to meet teachers in different areas and share their experience through online camps; (ii) teachers viewed a set of positive and negative aspects of the available MOOCs, and they addressed some criticisms of the available MOOCs and factors that may impact the success of MOOCs; (iii) MOOCs during the COVID-19 pandemic focused on developing three types of skills in teachers: online teaching skills, personal skills, and specialization skills; and (iv) financial and technical challenges, the quality of the available MOOC content, and the lack of time combined with their duties during that time are the most critical challenges teacher faced.

Massive Open Online Course (MOOC) is an online education system that has gained increasing popularity in higher education in recent years. Universiti Teknologi MARA (UiTM) has implemented MOOC as part of its teaching and learning modalities, in line with the launch of the Vice Chancellor’s special project, MOOC 450 in 2017. In the Faculty of Pharmacy, UiTM, a total of seven MOOC courses are being offered to the students. However, the enrolment rate of MOOC courses is quite low. Therefore, this research is conducted to gain insihts on the preferences of our students in using MOOC as part of their learning process in UiTM. A total of 133 students of Bachelor of Pharmacy in UiTM Puncak Alam, Selangor were involved in this reasearch. Respondents were given a set of self-administered questionnaire comprising of three parts: (i) general usage of MOOC; (ii) factors that influence students’ preference in using MOOC; (iii) problems that hinder students from using MOOC. Our results showed that various teaching materials, flexible accessibility and the capacity to learn at one’s own pace are the top three variables that affect the students’ preferences in using MOOC. Meanwhile, the top three problems which prevent students from using MOOC are a poor internet connection, lack of physical interactions between students and tutors and lack of interaction between students.

Problem and purpose. The article analyzes the development of massive open online courses (MOOC), their structure and application in the practice of higher education, the introduction of new experience and strategy of distance learning at the Department of Physical Culture of the Siberian Federal University. The purpose of the article is to analyze the stages of the emergence and development of one of the areas of distance learning – massive open online courses (MOOC) and to analyze their application in the educational process of the University. The methodology of the research is based on the analysis of theoretical materials and research works of foreign and domestic scientists on the development of massive open online courses and the experience in the implementation of massive open online courses. Results. The article is devoted to the theory and experience of using MOОС in the world and in the educational process of the University. The authors describe the main intermediate results of the massive open online courses introduction in the educational process at the Department of Physical Culture of the Siberian Federal University. The problems, errors in the work with the MOОС and the aspects correcting the errors in future are analyzed. Conclusion. The results obtained so far allow us to conclude that the possible option of using distance learning technologies in the form of MOОС in teaching the discipline of „Physical Culture” is effective but requires additional research and further considerations.

Aim/Purpose: This study aims to develop a theoretical framework for enhancing students’ higher-order thinking skills (HOTS) by integrating massive open online courses (MOOCs) with gamification elements. Background: There is a growing demand to develop students’ innovative thinking abilities through MOOCs, focusing on higher-order thinking skills (HOTS), which are essential for 21st-century challenges. While gamification has shown potential in enhancing HOTS, its integration within MOOCs to improve these skills remains underexplored. Enhancing students’ HOTS through MOOCs combined with gamification is crucial for developing advanced skills like analysis, evaluation, and creativity. Therefore, there is an urgent need for a robust theoretical framework that effectively merges MOOCs and gamification to enhance students’ HOTS. Methodology: This research used a qualitative research approach employing critical analysis techniques. The research procedures were guided by the SALSA framework. A total of 19 articles from the SCOPUS and Google Scholar databases were selected based on specific criteria: articles published between 2013-2023, articles with keywords such as MOOCs, gamification, higher-order thinking, or engagement, and articles written in English. Thematic analysis was conducted to identify common themes in the selected articles. The proposed framework was developed by drawing upon well-established theories in the fields of educational technology, online learning, collaborative learning, connectivism, student engagement, and Bloom’s taxonomy. Contribution: This study not only synthesizes existing research on MOOCs but also presents a holistic and integrated framework for leveraging learning theories, gamification elements, student engagement dimensions, and HOTS to enhance the effectiveness of MOOC-based education. The proposed framework aims to provide researchers and educators with a comprehensive model for integrating gamification elements into MOOCs to enhance students’ higher-order thinking skills. By utilizing this framework, educators can design more engaging and effective online courses, while researchers can further investigate the impact of gamification on learning outcomes and student engagement. Findings: This study proposes a framework that integrates three main components: connectivism, online collaborative learning, and gamification principles. Implementing these components in the MOOC learning environment aims to enhance digital higher-order thinking as proposed by Churches and improve students' feelings and perceptions towards MOOC learning. Recommendations for Practitioners: By recognizing the unique challenges of maintaining students’ attention in the context of MOOC learning, practitioners can incorporate gamification elements into MOOC learning environments to enhance students’ HOTS. Recommendation for Researchers: Researchers can further explore the understanding and measurement of the dynamics of interactions and engagement within MOOCs. Additionally, they should aim to identify which gamification elements effectively capture students’ attention and contribute to their overall engagement. Impact on Society: By focusing on HOTS, especially through gamification, society can anticipate a generation of individuals with improved critical thinking, problem-solving, and innovative capabilities. Furthermore, the implementation of connectivism in MOOCs can promote a global exchange of knowledge, resulting in diverse perspectives and a shared pool of information. This, in turn, will contribute to a more interconnected and collaborative world to address complex challenges. Future Research: The future direction of research in MOOC learning contexts should prioritize guaranteeing and fostering student engagement. It should also involve exploring the potential of gamification within MOOCs and refining instructional designs to specifically enhance higher-order thinking skills. By addressing these critical aspects, researchers can contribute to the ongoing evolution of online education and ensure its effectiveness and relevance in the ever-changing landscape of digital learning.

Purpose: Building a diverse healthcare workforce warrants efforts to scale health careers education for underrepresented and nontraditional students, as health career opportunity programs are not accessible to many students. A massive open online course (MOOC) is a new model for education that offers knowledge and resources for free. Accessible globally to anyone with an internet connection, MOOCs have the potential to impart interdisciplinary knowledge and skills toward students' pursuits of health related careers. Here, we describe the design, implementation, and evaluation of the MOOC, “Career 911: Your Future Job in Medicine and Healthcare.” Career 911 seeks to enable students to explore health career options and build skills for their career journey, including: articulating a personal story, resume and cover letter writing, job search, interviewing, professional networking, and professional communications. We examine the reach and characteristics of enrolled learners from the first run of Career 911 (April 13 – May 24, 2015) and investigate the challenges and concerns students had about pursuing their healthcare career goals. Methods: Data collected included students' self-reported demographic information from a pre-course survey as well as students' content usage and engagement from participant tracking logs and activity metadata. Self-reported career challenges were parsed from homework submissions and coded using standard qualitative methods. Results: A total of 8,338 students from 159 different countries (44% from the United States) enrolled in the first run of Career 911. Whereas MOOC student populations tend to be male, older, highly educated, and employed, Career 911 students were female (56%), younger (mean = 34.2 and 18% were under the age of 22), currently still in school (43%), and not currently employed full time (63%). The most frequently cited challenges and concerns students had about pursuing their career goals included finances, time management, competition of getting jobs/getting into programs, and family commitments. In the six week run of the course, 450 students explored career websites; 220 students mapped their 1, 2, and 5-year career steps to achieve their target profession/job; 163 students put together a professional networking plan with informational interview questions; 132 students created a cover letter; and 125 students created a resume. A sizeable percentage of learners (11%) indicated that they were educators and were interested in using the course content for their own students. Conclusion: MOOCs have the potential to scale health careers exploration and career readiness resources to global populations, supporting thousands of students through content that can scale. We discuss several key challenges and opportunities for future MOOCs to enhance entry into health care careers and impact health equity globally. Citation Format: Melissa A. Simon, Laura S. Tom, Kasey Brown, Shaneah Taylor, Nadia Hajjar, Emmanuel Cordova Telles, Erika de la Riva. Career 911: A massive open online course (MOOC) to promote healthcare workforce diversity. [abstract]. In: Proceedings of the Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 13-16, 2015; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2016;25(3 Suppl):Abstract nr B01.