Massively Open Online Course for Educators (MOOC‐Ed) network dataset

The analysis of user engagement in online educational courses has drawn considerable attention from researchers due to the rise of Massive Open Online Courses (MOOCs). The effectiveness of MOOCs (EMOOCs) has been identified as one of the crucial factors by numerous researchers. This led to the development of various MOOC frameworks, models, theories, designs, and principles for evaluating online learning for both students and instructors. This study uses the IBM SPSS statistical package to identify the factors contributing to the effectiveness of MOOCs (EMOOCs). It examined eight direct and indirect determinants contributing to the effectiveness of MOOCs. Data were collected from Technical courses offered at Tertiary institutions in the Punjab region, Northern India, assuming that the students already possessed knowledge of Massive Open Online Courses (MOOCs). The study revealed that the effectiveness of MOOCs (EMOOCs) is enhanced by concentrating on factors such as Course Content and Design, Performance Evaluation, Learner Feedback, Teacher-Student Interaction, and Technological Support in Massive Open Online Courses. The Discriminant Validity (HTMT ratio and Fornell-Larcker Criteria) validates the results. This study provides valuable insights into the development and implementation of Massive Open Online Courses (MOOCs) tailored to meet the specific needs of learners in Northern India, with a focus on Punjab. The research identifies key characteristics that impact the effectiveness of MOOCs, providing practical suggestions for educators and organizations seeking to enhance the learning experience in this domain.Supplementary InformationThe online version contains supplementary material available at 10.1038/s41598-025-09405-0.

In this paper we provide advice for planning, designing, delivering and leveraging massive open online courses (MOOCs) based on the experience of developing four massive open online courses at the University of Hong Kong. The first three tips relate to decision-making and planning. The next six tips concern designing to create a quality learning experience for students. The final three tips point to the additional value that can be extracted from being involved in massive open online courses. This piece should be useful for teaching and learning leaders, faculty and instructional designers responsible for creating massive open online courses in medical education.

Both innovation and quality assurance are prominent concerns in higher education institutions but research is ambiguous with respect to the relationship between quality assurance and innovation. Specifically, it is unclear whether quality assurance supports innovation or, conversely, acts as a hindrance. As a relatively new innovation, massive open online courses (MOOCs) yield insights into the relationship between quality assurance and innovation in higher education institutions. This article explores how quality assurance is adapted to accommodate MOOCs based on case studies in five universities in the United Kingdom. Our findings suggest that quality assurance does not support innovations such as MOOCs because most universities use a relatively superficial approach that focuses on technical requirements rather than academic quality. The study provides suitable empirical evidence to support a cogent argument that universities should evaluate MOOCs through quality assurance, both to identify strengths and to expose weaknesses that need to be developed.

Massive Open Online Courses (MOOCs) have emerged as one of the most potential tools in proffering quality education and massive training to a huge domain of audience worldwide. On one hand it reaches a global domain of learners, and on the other hand promulgates knowledge in an efficient digital platform, besides intertwining a huge network of students, scientists, professors, scholars, teachers and different stakeholders related to education. Despite intensified advantages and efficiency, people accessing MOOCs from the developing countries (especially India) do not count to a significant number. India being a promising abode of education too offers a prospective area to MOOCs for large scale implementation. But several factors and constraints like low digital literacy and lack of massive digital infrastructure hinder this process of extensive implementation of MOOCs. Even after all the prevalent constraints India leads the developing nations in terms of MOOCs enrollment. The authors have discussed some key issues of MOOCs especially in Higher Education system besides popularizing it extensively to utilize the potential education market of India to its fullest. The authors have also tried out to work with several possible way outs to extensive implementation in a virtual learning environment pertaining to an Indian perspective, besides viewing MOOCs as a route to ubiquitous learning.

In the context of the new crown epidemic, online education courses have become mainstream. Along with the rapid development of the Internet and the rich reserves of educational resources, how to accurately understand the state of students to provide the required teaching courses, and how to better adapt students to online education to meet the differentiation between each other has become a mainstream problem and challenge at present. Analyze the user data, obtain the decision attributes therein, and explore the classification of online education courses; based on collaborative filtering algorithm, realize the accurate matching between students and courses. The intelligent recommendation strategy of online courses not only helps to improve the usage rate of online courses, but also helps to improve students' individuality, responding to the general policy of "stopping classes and not studying" in major universities, and carrying out more flexible teaching methods.

Massive Open Online Courses (MOOCs) have become one of the influential tsunamis in higher education. To face the overwhelming trend, the current designed-based research develops feasibly evidence-based, iterative-improved, innovative instructional S-IDEAL model that effectively utilizes the open educational resources to foster deeper scientific learning experiences in the context of Small Private Online Courses in higher education. The two studies gradually reveal how the designed SPOCs improve the deeper learning experiences in the context of Neuroscience through the learning performance, the learning experience surveys, the in-depth interviews, the in-class field observation, and the video-recording of the in-class discussion. Empirical findings show that the S-IDEAL model is ideal for implementing flipped scientific classroom. Other interesting findings and the future suggestions are depicted in this study.

Undergraduate Food and Resource Economics majors and those with different majors were surveyed to determine the perceived advantages and disadvantages of distance and online education courses from a student perspective. Specific objectives included determining if students who have been exposed to more online courses are more likely to rate online education as positive or negative relative to the traditional classroom setting. In general, Food and Resource Economics majors tended to view distance and online education courses less favorably than did the others.

Objective: to identify the particular methods of teaching in massive open online courses. Research object: a learning process of the massive open online courses. Research subject: general and special in teaching methods of Coursera’s data analysis courses. Research goals: to participate as a student in massive open online courses in category «Statistics and Data Analysis», to analyze the types of software that is used there, teaching methods and teaching materials. Research methods: participant observation, content analysis, the analysis of the products. Research results: general in the teaching methods is the course syllabus, the use of short video lectures with built-in tests and subtitles, lecture’s texts presentation in the ppt and pdf formats, automated tests on each topic, a forum for communication and assistance. The special are structure and content of video lectures, statistical software, the tasks of programming, data sets, the use of peer-assessment, final projects, teacher’s and student’s blogs. Conclusions and recommendations: teachers’ participation as students in the courses of leading professors from leading universities allows to get acquainted with different styles of teaching, to expand their knowledge and scientific horizons, to learn new types of software, to update and to expand the content of courses, to develop professional relationships, to integrate into the global educational community.

Learning online could be an entirely new experience for students who are used to learning in face-to-face contact settings. Of importance are the ways course instructors and learners transition to online teaching and learning. Underpinned by the Community of Inquiry framework, the study sought to explore and understand the online learning experiences of participants on a 4-week long intensive training programme in a rural-based university in Eswatini. A purposive sample of eleven participants participated in the study by completing a programme evaluation form and participating in a virtual focus group discussion session. The thematic content analysis method was utilised to analyse qualitative data. The study found that while the participants found online learning exciting and flexible, they had different interpretations of their interactions with content, peers, course instructors and technology. The study concludes that effective online teaching and learning is dependent on the meaningful interaction of the learners with content, peers, course instructors and technology. There are important pedagogical implications on how online course instructors should establish and maintain the three ‘presences’ which are the cognitive, the social and the teaching in ways that impact positively on the online learners’ learning processes. Keywords: Online learning. Interaction. Presence. Online pedagogy DOI: 10.7176/JEP/13-20-02 Publication date: July 31 st 2022

This study contributes to the literature on technology and entrepreneurship education, and in particularly to the discussion on massive open online courses (MOOCs) in social enterprise education. Using the Freeth/Kirkpatrick's evaluation model, this paper examines the effectiveness of a social enterprise MOOC program – The FutureLearn (FL) Social Enterprise Program – created in a collaboration between Middlesex University, Living in Minca Ltd in London and the Jindal Centre for Social Innovation and Entrepreneurship at O.P. Jindal Global University in Delhi, India. To date, there is no evidence of previous work evaluating the effectiveness of a MOOC in social enterprise education, particularly one designed in collaboration between institutions from the global North and South countries. Our findings revealed that the FutureLearn Social Enterprise Program was perceived as positive, and we identified evidence of changes in behavior, as well as, benefits and opportunities for both individuals and organizations. The results provide insights into alternative forms of collaboration for the creation and implementation of enterprise education courses, and specifically for collaborations in the design of social enterprise MOOC programs done between global North and South countries.

Realtime online courses mutated amid the COVID-19 pandemic: Empirical study in hospitality program

The present study is aimed at taking a deep look at the differences between digital native and digital immigrant lecturers’ strategies in doing online learning in higher education. Online teaching is the teaching carried out not physically face to face between students and lecturer, rather by the use of any internet platform in distance. Digital native lecturers are lecturers born in the era of knowing the growth of technology and very familiar and skilled of operating any technological media of teaching (in this research, for those lecturers born after 1980). Digital immigrant lecturers are lecturers born in the era when the technology was not yet grown and popular and they still maintain to use conventional media of teaching (those lecturers born before 1980). The objectives of the present study are (1) to investigate how digital native lecturer is different from digital immigrant lecturer in the stage of implementation in teaching online courses for higher education student? This includes the problems such as their perception toward teaching online course, what platform they use for teaching online course, how they use the platform to implement and evaluate the online course; (2) to examine how digital native lecturer is different from digital immigrant lecturer in the stage of obstacles in teaching online courses for higher education student; (3) to elaborate how digital native lecturer is different from digital immigrant lecturer in the stage of overcoming obstacles in teaching online courses for higher education student. The findings of the present study provides insight on the practice of online teaching by both digital native and digital immigrant lecturers in higher education, then provides insight on the obstacles and strategies for solving them. Mostly (80%) of all lecturers have positive perception toward online teaching; merely five (mixed male and female lecturers) out of 21 lecturers who have negative perceptions and those are only digital immigrant lecturers (born before 1980) from different departments. Only few digital immigrant lecturers have negative perception toward online teaching. There are no disparity (no significant difference) between digital immigrant lecturers and digital native lecturers in terms of obstacles they face in online teaching as well as in solving the obstacles. Considering that there are many positive things in the use of technology in online teaching; in this case technology can optimize the quality of teaching, this can be the basis for universities broadly to make policies about the percentage of online teaching in the post-pandemic era with applicable terms and conditions. With background insight and the gap in technology literacy between digital native and digital immigrant lecturers, universities need to routinely provide training on the use of various technologybased platforms that support the optimization of teaching.

This study is conducted to identify the level of digital literacy for educators in Arab world who use Massive Open Online Course (MOOC) in higher education. In addition, the study aims to determine educators' attitude towards adopting MOOC platforms in teaching some courses in higher education. In the light of this context, proposing a unified MOOC platform for Arab universities is also considered as one of the important aspects to carry out as a part of this study. It is well known that MOOC is adopted by limited number of higher education institutions in the Arab world; however, MOOC as an e-learning platform requires a specific level of digital literacy for all stakeholders. Educators are important members of those stakeholders. Nevertheless, very few studies have been conducted to shed light on the importance of digital literacy on educators' attitude towards MOOC in Arab countries. Actually, the majority of the studies focus on studying the perception of learners and MOOC users rather than educators. In this study the "Digital Literacy Scale" (DLS) was used to measure the digital skills of educators. Whereas "Unified Theory of Acceptance and Use of Technology" (UTAUT) model has been amended to identify the attitude of educators towards MOOC platform. Consistent with this, questionnaires were administered on a sample of 200 educators from higher education institutions in Arab world who participated in MOOC. Moreover, observations and interviews have been conducted to test the hypothesis and to answer the five questions of this study.

Digital Entrepreneurship has gained substantial attention in theory and practice in the last years. In addition, new technological as well as pedagogical approaches have emerged. A special focus is set on massive open online courses (MOOCs) in entrepreneurship education. MOOCs are one of the strongest trends in online education and influence the content and procedure of teaching and learning. The paper contributes to a better understanding of necessary capabilities, chances and risks of using MOOCs as a new way of teaching entrepreneurship for engineers at Graz University of Technology. It empirically investigates challenges and drivers for using MOOCs as a novel pedagogical concept. Results show that a lack of self-discipline to finish a MOOC as well as missing interaction with others are main hurdles compared to lectures with compulsory attendance at University. However, findings also reveal that MOOCs are flexible in terms of time and location, thus can add convenience in reaching education, particularly entrepreneurial education.

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.