Evaluating Human-Computer Interaction at Design Time: an experience report with MoLVERIC Check in a MOOC environment

Massive open online courses (MOOCs), also known as kind of free and accessible online education environment, have been deeply appeals to people and broadly covered in different medium. Nowadays, it seems MOOCs are everywhere. Originally, MOOCs are designed to offer learning content to the participants who do not have an adequate educational infrastructure, or where cost has become a barrier to educational access. However, as the MOOCs become more popular, an important question need to be asked: how do traditional face-to-face learning students benefit from MOOC environments as well? This chapter introduces MOOCs as an assistant platform to rebuild the course structure in order to tie education more closely to work. The major advantage of this hybrid teaching and learning model is that it is flexible as it allows students to work through materials at their own pace and at a time that is most convenient to them. Although the successful integration of such different teaching and learning modalities is a big challenge, the presented case study and the preliminary experimental results demonstrated the effectiveness of the proposed hybrid methodology.

This paper discusses the learning design of two Massive Open Online Courses (MOOCs), the Carpe Diem MOOC and the Autism MOOC, both of which were designed and delivered by Swinburne University of Technology in Melbourne, Australia. The authors propose a set of principles to guide the design and development of MOOCs where the intent is to facilitate interaction and peer support between participants. They present details of how these principles were enacted in the design of the Carpe Diem MOOC and the Autism MOOC, particularly in the design of groups, and suggest that these principles can be viewed as a ‘participant first’ approach to design. Key elements of this approach include accessibility, navigation, clarity and consistency, purposeful use of tools and resources and effective support to enable participants to engage easily in collaborative work in MOOC environments.

This chapter reviews the concept of seamless learning for Massive Open Online Courses (MOOC) based on the distillation of key factors from papers discussing and describing the Mobile Seamless Learning (MSL) concept. The MSL concept was used as a starting point to explore how MOOC could be prepared for seamless learning and to explore future research options. There is a vast area of research to be explored related to seamless learning in MOOC. The authors belief that some of the challenges faced by MOOC, such as “dropout” rates, redefining learning activities to fit diversity of contexts, self-directed learning, collaborative content artifact creation, the mobility of the adult learners, and the “dip-in, jump-out” aspect of participation, can be countered by researching and suggesting seamless learning designs and guidelines that fit both the adult learners and the MOOC realities. Investigating all the elements, challenges and benefits for providing seamless learning in MOOC environments will contribute to the body of knowledge of contemporary online learning.

Massive Open Online Courses (MOOCs) are internationally accepted as a popular online learning, its introduction into Mainland China provides an opportunity for College English education reform, which is on progress since 2007. This article attempts to draw a picture of College English teaching reform under the influence of MOOCs by adopting documentary research method through analyzing all the essays about College English teaching under the wave of MOOCs in CNKI (China National Knowledge Infrastructure) according to their research contents. The data collected shows that theoretically College English teaching could be reformed by taking the form of MOOCs in the courses of English for general purposes (EGP), English for general education (EGE), and English for specific purposes (ESP). It seems that during the reform teaching models and student-teacher relationship are altered by the MOOCs environment. Additionally, College English courses on several MOOCs platforms are analyzed, they further prove the practical College English courses done on MOOCs platforms. This paper seems to throw light on a general overview of College English teaching in Mainland China for English teachers and researchers and propose further improvement for college English teaching reform.

In the present era, massive open online course (MOOC) has become a hot topic and is spreading over in every discipline including library and information science (LIS). Therefore, this study aims to define the concept of MOOC and variant scopes provided by MOOC in LIS domain. This study also discusses about the different roles of LIS professionals in MOOC environment.

Massive Open Online Courses (MOOCs) have transformed the Higher Education sector world-wide, educating diverse audiences through Open Access content and resources. Very few have been integrated into the museum experience; however there is signifi cant potential for MOOCs to revolutionise access to the collections of art museums and galleries. This article presents empirical evidence drawing from a review of literature, and provides a case study into copyright challenges encountered using art images and video in a MOOC environment. Specific examples have been selected from the FutureLearn/ Monash University Creative Coding MOOC launched in June 2014, discussing the role that an Art Librarian plays in this process. This will be of interest to a broader museum and gallery audience, embarking on provision of online educative programs for users.

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.

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.

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

Massive Open Online Courses (MOOCs) have gained a lot of attention in the last years as a new technology enhanced learning (TEL) approach in higher education. MOOCs provide more educational opportunities to a massive number of learners to attend free online courses around the globe. Discussions around MOOCs have been focusing on the potential, social, institutional, technological, relevance, and marketing issues and less on the quality design of MOOC environments. Several studies have reported a high drop-out rate in average of 95% of course participants and other pedagogical problems concerning assessment and feedback. Thus, the quality of MOOCs design is worth additional investigation. Although several studies identified a large set of criteria to the successful design of TEL systems in general, not all of them can be used in the MOOC context, due to some unique features of MOOCs. This study is a first step towards identifying specific criteria that need to be considered when designing and implementing MOOCs. The results of this empirical study are based on a large survey targeting learners as well as professors, both with MOOC experience. As a result, we identified and rated 74 indicators classified into our two main dimensions of pedagogical and technological criteria distributed over six categories. From these, the learning analytics and assessment categories were found to be the key features for effective MOOCs.

MOOCs (Massive Open Online Courses) have become a modern concept in education and new meaningful learning environment for technology-enhanced learning, where huge numbers of users worldwide access free, online-based, open content generated by world-renowned institutions. To provide successful MOOC environments requires recognizing the learners' motivations to utilize MOOCs programs. Because of the scarcity of research on MOOCs' use for teacher's professional development, it makes use of information technologies to enhance the learning experience for teachers and students. The present study seeks to investigate acceptance and readiness towards MOOCs' use for continuing professional development besides the degree to which teachers benefit from MOOCs. A survey questionnaire based on TAM (Technology Acceptance Model) [8] is employed as a data collection instrument regarding Usefulness(U), Perceived Ease of Use (PEU), User Satisfaction and Attribute of Usability (USAU) of MOOCs in professional development. The population is senior high secondary school teachers of English from different regions of Morocco. The analysis of the results obtained from various statistical tests revealed that teachers accepted MOOCs programs for continuing professional development with an objective of developing, acquiring and consolidating the necessary insight, skills and competencies required in modern teaching for 21-century education. Most teachers attending MOOCs' programs for continuing professional development were satisfied with the results they obtained from their participation. They also reported that MOOCs programs had an unequivocal and effective impact on their professional and career development.

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.

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.

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.

What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review