<p>The extent to which Multiple Open Online Courses (MOOCs) provide an alternative educational model to less privileged social groups is still under investigation. Purpose of this study is to examine how various social, demographic, and educational factors influence learners’ participation in MOOCs. A Systematic Literature Review (SLR) was deployed focusing on empirical research published between 2009-2019. Analysis and synthesis of the literature revealed that both the geographical location and the professional status of learners have a positive impact on self-regulated learning. Learners from North America and Europe have significantly higher levels of ICT and self-regulated learning skills than learners from other regions. Moreover, inequalities persist as most MOOCs users have a better educational and professional background in relation to the general population. This study helps to further understand the profile of the “average MOOC user” and contribute to the related scientific discussion about MOOCs initiative.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0622/a.php" alt="Hit counter" /></p>
In order to realize specific goals on informal learning, knowledge management and professional identity reform and development, more and more people, groups and organizations are looking to develop Internet-mediated communities of practice (IMCoP). Harnessing the perceived values of communities across educational or business context requires well-designed settings and great efforts on cultivation to achieve a sustainable level of functionality, communality, collaboration and knowledge sharing. Our work aims at categorizing specific critical elements of the IMCoP via metaanalysis and synthesis of related literature focusing on structural characteristics, motivators, success factors and barriers.
Η διαθεσιμότητα αναδυόμενων (emerging) τεχνολογιών στην εκπαίδευση των εκπαιδευτικών οδηγεί σε νέες κοινωνικές διευθετήσεις με στόχο τον καλύτερο συντονισμό της μαθησιακής εμπειρίας σε επίπεδο ιδρύματος και της πρακτικής εμπειρίας σε επίπεδο σχολικής μονάδας και συνολικά την καλύτερη προετοιμασία των εκπαιδευτικών. Σε αυτό το πλαίσιο, η παρούσα εργασία παρουσιάζει αποτελέσματα μιας μελέτης περίπτωσης στο Παιδαγωγικό Τμήμα Δημοτικής Εκπαίδευσης του Πανεπιστημίου Αιγαίου, σχετικά με την συμμετοχή των φοιτητών/τριων σε μια ηλεκτρονική κοινότητα Web 2.0, κατά την διάρκεια της πρακτικής άσκησης. Συγκεκριμένα, παρουσιάζονται αποτελέσματα τα οποία εστιάζουν στην επίδραση της κοινότητας και την αντίληψη που τα μέλη της διαμόρφωσαν κατά την διάρκεια του εξαμήνου και τα οποία αναδεικνύουν το ρόλο της κοινότητας ως ένα μηχανισμό ομότιμης στήριξης και συνεργασίας.
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