Enrolment purposes,instructional activities,and perceptions of attitudinal learning in a human trafficking MOOC

This study examines learner enrolment purposes, perceptions on instructional activities and their relationship to learning gains in a Massive Open Online Course (MOOC) for attitudinal change regarding human trafficking. Using an author-developed survey, learners reported their perceptions on instructional activities and learning gains within the MOOC, as well as their enrolment purposes. Motivations varied with the majority of learners wanting to formulate a viewpoint or to justify their existing viewpoint, with those taking the MOOC in order to earn a formal certification reporting the highest learning gains. Overall, learners perceived lectures and videos as the most impactful instructional strategy. However, learners who reported the personal project activity as the most effective instructional strategy showed the highest learning gain. The authors discuss the instructional design considerations based on these survey results.     

Perceived learning in three MOOCs targeting attitudinal change

Massive open online courses (MOOCs) have gained significant attention in recent years for their potential to impact education at a global scale. This paper presents the findings from a study that examined the cases of three MOOCs, including Human Trafficking, US Food System, and Animal Behavior and Welfare, that were specifically designed to effect attitudinal change in its participants, specifically focusing on the three aspects of attitudinal change, cognitive, affective and behavioral as well as general learning. The study examined learners’ perceptions of attitudinal change, including according to the MOOC they took, the instructional method utilized, and the influence of attitudinal components on each other. The findings from this research provide a number of implications that could be helpful for understanding instruction and instructional design of MOOCs, particularly those MOOCs addressing attitude change.     

Facilitating attitudinal learning in an animal behaviour and welfare MOOC

This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed perceptions of gains in cognitive, affective and behavioural learning, they reported high satisfaction with lecture videos and instructor course participation. Implications for the instructional design of MOOCs and attitudinal learning are discussed based on these findings, including a discussion of MOOCs as a unique platform for attitudinal learning, and recommendations for their successful use. The recommendations include the importance of creating a collaborative instructor team, establishing high instructor presence, using interactive and collaborative learning activities, and receiving support from platform providers and institutions.     

Primary assessment activity and learner perceptions of attitude change in four MOOCs

This study seeks to examine perceptions of attitudinal change in relation to the primary assessment activity within four Massive Open Online Courses (MOOCs) that were designed for attitudinal learning. The purpose of this study was twofold. First, we sought to understand if by focusing on assessing cognitive learning (quizzes) as opposed to behavioral learning (personal projects), the courses would result in greater reported attitude change in the respective areas. The second component of the study examined whether learners who identified cognitive learning (quizzes) as opposed to behavioral learning (personal projects) as the most impactful learning activity (or vice versa) reported stronger learning in the respective attitudinal component. Using an author-created survey that included learner reported attitudinal learning, perceptions of attitude change were collected. Results revealed that learners who utilized assessment activities focusing on behavioral learning did not report higher perceptions of behavioral learning. In contrast, learners utilizing assessment activities that focused on cognitive learning did report higher perceptions of cognitive learning. We conclude with a discussion of instructional design and facilitation of learning in MOOCs, as well as instruction for attitudinal learning within open-learning environments.     

Predicting successful completion using student delay indicators in undergraduate self-paced online courses

Self-paced online courses meet flexibility and learning needs of many students, but skepticism persists regarding the quality and the tendency for students to procrastinate in self-paced courses. Research is needed to understand procrastination and delay patterns of students in online self-paced courses to predict successful completion and retention. This article examines three measures of delay in undergraduate online self-paced courses: the days between registration date and first date of assignment submission (Days to Start), the average days between assignment submissions (Days between Assignments), and total days between registration and completion (Days to Complete). The average length of time between assignment submissions was found to be most useful to predict final letter grade and withdrawal. Students’ consistency and regular work on a self-paced class may be the best strategy for success. Institutions offering self-paced courses should implement strategies to teach students self-regulating behaviors.     

MOOC自主个性化学习环境设计的策略研究

MOOC以其独特特点和独特优势如低注册门槛、资源开放在线及使用异步无限制等,吸引了来自世界各地的、大量不同背景、不同特征和不同目的学习者。这就使得MOOC要获得可持续发展,并最大化其存在价值,必须满足学习者的个别化需求和目的,支持和促进学习者的自主个性化学习过程和学习结果,因而MOOC学习环境必须支持和促进学习者的个性化学习。该研究对支持和促进学习者自主个性化学习的MOOC学习环境设计的策略进行了深入探究,以期对MOOC研究和实践的发展有所裨益。     

基于MOOC课程的大学生在线学习习惯调查研究

近些年国内外学习分析研究日益增多,随着技术的不断更新,人们期待通过学习分析研究出数据支持的学习方案,推进人们的学习与发展。为了达到最优的教学效果、实现学习成就,人们不断对优秀学生进行学习行为分析,探寻学习习惯规律,通过归纳演绎,期待形成学习习惯模型,让一个良好的习惯影响一个学习群体。对现阶段学习习惯研究进行梳理总结,并通过问卷调查大学生在MOOC课程中的参与习惯、时间管理习惯、时间投入度以及学习时的协作习惯,发现学习者不良习惯,从而在教师、学生、平台建设三个角度给予建议,希望帮助学生培养良好的在线学习习惯,达到最优学习效果。     

A roadmap for offering MOOC from an LMIC institution

MOOCs are massive open online courses that are globally accessible, free of charge. Given their cost-free and open accessibility, it is surprising that only a few institutions have offered MOOCs from low- and middle-income countries (LMICs). Pakistan recently made this short list of LMICs as the first two MOOCs were launched from the country, in 2014 and 2016. Drawing from that experience, the organizers of that course present a roadmap for LMIC institutions for developing a MOOC, focusing especially on the technological and pedagogical limitations that an LMIC institution might find deterring.     

MOOC环境下课程学习的体验与思考

作为一种新型的在线教学模式,MOOC的迅猛发展引发全球教育工作者的热议与思考,甚至冲击着全球高等教育的改革与发展。作为一线教育实践者,笔者以在线学习者的身份参与多门课程的学习,体验了大规模在线教育教学模式。 MOOC有完整的教学过程,适合自主的、碎片化学习,但其考核评价、学习成果认证的权威性和影响力还极为有限。如何使传统教学与MOOC融合,扬长避短,是摆在教育工作者面前的一个新课题。     

MOOC的学习特征及设计研究

在公开教育资源基础上发展起来的MOOC是目前“互联网+”时代最有力的远程教育工具,可以帮助学习者获得世界范围的优秀教育资源,提供知识传授和教学设计的新思路,开启了新时代的教学革命。MOOC的发展中机遇和挑战并存,其灵活生动的教学方法向传统教学模式提出了新标准和新要求。本文梳理了MOOC的组织形式和分类方法,探讨了MOOC的教学模式所面临的挑战,并归纳了MOOC的设计标准。     

基于光电子学的MOOC建设研究

MOOC自从闯入人们的视野之后,受到教育者的广泛关注。文章结合“光电子学”MOOC建设,介绍了MOOC建设过程中的关键步骤和MOOC对传统课堂教学及构建学习型社会的影响。     

基于MOOC的个性化学习研究

随着信息技术的快速发展,互联网覆盖了人们生活的方方面面,在教育领域也得到了广泛应用。大型网络开放课程（MOOC）这一全新的在线教学模式已得到教育界普遍认可,该教学模式较传统教学提供了更多可能性,对社会产生了深远影响。以英语学习为例,将基于MOOC的个性化学习方式与传统学习效果进行对比。研究结果表明,采用基于MOOC的个性化学习方式,学生的学习兴趣与课堂参与度都得到一定程度提升,从而提高了教学效果。     

MOOC+移动学习模式在专业课程教学中的实践研究

文章分析了士官学员移动学习设备使用现状,探讨了《装备器材信息管理》课程教学中移动学习教学模式改革实践过程,总结了依托中国大学MOOC+微信群开展士官学员专业课程学习效果。     

MOOC rampant

In 2012–2013, the massive open online course (MOOC) approach has been accepted by universities around the world, and outsourcing companies have been launched to provide the infrastructure for it. Current press and blog coverage of the MOOC trend is examined and the range of reactions to it, most of them enthusiastic. MOOCs vary in their massiveness and openness, and in the extent to which they are courses; and a wide range of MOOCs is emerging under different names. These include xMOOCs, in which course content is defined by the course designers, and cMOOCs featuring information generated by the students. The origins of the MOOC are examined, and its implications for the educational institutions that have specialized in distance education previously.     

基于MOOC的养猪学实验课程混合式教学研究

MOOC制作精美、内容丰富,能够显著提升学生的学习兴趣。将MOOC与传统教学相结合的混合式教学能够丰富课程教学形式,提升学生学习的积极性和对课程内容的掌握程度。对提高教学质量、启发学生对本课程的兴趣具有重要的意义。     

基于“中国大学MOOC”平台的MOOC质量评价研究

为探索在线课程的合理评价方式,构建基于“中国大学MOOC”平台的MOOC质量评价指标体系,包含用户、课程、章节、考试、作业、讨论区等6个一级指标,以及用户人数、师资队伍、课程时长等21个二级指标。使用层次分析法确定各指标权重,并选取该平台上的《大学英语》《现代礼仪》等5门课程,对其课程质量进行评价分析。结果表明,这种评价体系能够以平台为基础,合理地对MOOC质量进行综合评价,评价结果对高质量MOOC建设具有一定借鉴作用。     

MOOC在线教学模式的启示与再思考——以江苏开放大学实践为视角

大规模在线开放课程MOOC（MassiveOpenOnlineCourse）作为一种新型在线教学模式引起了国内外各界的高度关注。它部分呈现出20多年网络教育的成功经验,但仍然存在高退出率和低参与率的现象。通过对MOOC教学模式的分析研究,取长补短,借鉴MOOC成功的教学组织形式,强化过程学习支持服务,并在可能的基础上,充分利用MOOC课程资源,引入相应的课程教学,逐步完善江苏开放大学独具特色的在线教学服务模型。     

国内知名 MOOC 平台资源现状研究

MOOC 如火如荼地在全国开展,各种 MOOC 平台也扮演着举足轻重的角色。为了解国内 MOOC 平台资源建设状况并进行完善,对学堂在线、好大学在线、中国大学 MOOC 平台的资源来源、类别、比例等数据进行比较分析。学堂在线平台资源来源渠道多样;中国大学 MOOC 平台课程总量占绝对优势,且划分细致入微;工 学、理学、经济管理是各 MOOC 平台上资源较丰富的学科。针对其中存在的问题,各大 MOOC 平台应积极采取改进措施,扩充资源来源渠道,不局限于各大高校;做好引进工作,提高国外高水平课程利用率,使学习者获取最新科研成果,改善和提高各大 MOOC 平台资源建设。     

Paragogy and flipped assessment: experience of designing and running a MOOC on research methods

Abstract

This study draws on the authors’ first-hand experience of designing, developing and delivering (3Ds) a massive open online course (MOOC) entitled ‘Understanding Research Methods’ since 2014, largely but not exclusively for learners in the humanities and social sciences. The greatest challenge facing us was to design an assessment mechanism that was (i) rigorous yet practicable at scale, vis-à-vis over 60,000 students from highly diverse backgrounds; (ii) compatible with the pedagogical orientation of the MOOC provider; and (iii) meaningful to the nature of the course subject. Based on a network analysis of forum interactions and a qualitative analysis of a random sample of 116 research questions proposed by students, we explore how participants’ understanding of research methods developed through a series of carefully sequenced ‘e-tivities’ and ‘open peer assessments’ over the duration of the course. The aim of this study was to consider a model of ‘flipped’ assessment, drawn from elements of ‘paragogy’ and the IR Model that acknowledges and exploits peer learning opportunities that are not routinely captured by completion statistics.     

面向全民终身学习的慕课发展潜力、挑战与对策

面对推进全民终身学习的需要,慕课成为众多学习者选择的自主学习平台。通过对全民终身学习与慕课的相关性分析,可发现慕课拥有巨大的发展潜力,体现为服务目标的适切性、服务对象的广泛性和服务资源的丰富性。不过,慕课在服务全民终身学习过程中仍面临一些挑战,包括学习成效的提升、可持续商业模式的选择、跨文化问题的解决,以及数字鸿沟的消弭。为了更好服务于全民终身学习,针对慕课的发展现状提出相应的对策:完善慕课学习管理机制;提升慕课的公共服务属性;推进慕课的国际化与本土化并加强教育信息化基础设施建设。