M Massive Open Online Courses (MOOC) are built on the impression that "information is everywhere" by extending access to education. A MOOC is a course, but it is open, distributed, participatory, and part of lifelong network learning. The underlying idea of a MOOC is accessibility, since anyone can participate by working collaboratively either to acquire new knowledge or to expand existing knowledge. This implies that MOOCs create a pathway for lifelong learning processes. MOOCs are online classes in which anyone can participate, regardless of location, in most cases for free. They are comprised of short video lectures, simulations, and online labs combined with computer-graded tests and online forums where participants can discuss the course content or get help (Hoy, 2014). Basically, MOOCs are a form of online learning that share some common features: open access using the Internet, free of charge, asynchronous, interactive user forums, and the opportunity to receive a certificate upon successful completion (EDUCAUSE, 2011). Student Üçüncü nesil uzaktan e¤itim kapsam›nda kitlesel aç›k eriflim çevrimiçi dersler (massive open online courses, MOOC'lar) sayesinde yüksek ö¤renimde herkes istedi¤i yerden ücretsiz e¤itim alabilmektedir. Son y›llarda, e¤itimde MO-OC'lar›n yeri üzerine birçok çal›flma yap›lm›flt›r, ancak ö¤rencilerin kazan›m-lar› üzerine olan çal›flmalar s›n›rl›d›r. Bu çal›flmada, aç›k eriflim çevrimiçi derslerin tasarlanmas›na yönelik birtak›m önerileri belirlemek amac›yla, ö¤rencile-rin MOOC'lardaki kazan›mlar›na iliflkin literatürü gözden geçirildi. ‹nceleme, bilimsel literatür veritabanlar›n›n sistematik olarak araflt›r›lmas›n›n ard›ndan, 3P (presage [öngörü], process [süreç] ve product [ürün]) ö¤retim ve ö¤renim modelinin temel bileflenlerine yönelik elefltirel bir analizle gerçeklefltirildi (Biggs, 2003). 56 yay›n›n bulgular› sentezlenerek, ö¤rencilerin kat›l›m›n› ve akademik baflar›y› gelifltirmek ve terk etme oranlar›n› düflürmek amac›yla 13 ders tasar›-m› önerisi gelifltirildi. Gerek ileriki araflt›rmalarda incelenmek üzere gerek ise de MOOC'lar›n mevcut içeri¤ini gelifltirerek ve zenginlefltirerek ö¤renim kazan›mlar›n› en iyi hale getirmek için baz› uygulama önerileri sunuldu.Anahtar sözcükler: 3P modeli, baflar›, de¤erlendirme, kat›l›m, ö¤renim kazan›mlar›.Massive open online courses (MOOCs) as a third generation distance education enable anyone anywhere to study for free in higher education. In recent years, various studies have been conducted on the position of MOOCs in education, but studies on students' learning outcomes are limited. In this study, literature concerning students' learning outcomes in MOOCs was explored with the aim of identifying a set of suggestions to design open online courses. The review was accomplished through a systematic search within scientific literature databases followed by a critical analysis with the main components of 3P (presage-process-product) model of teaching and learning (Biggs, 2003). Findings of the 56 publications were synthesized which resulted...
In a relatively short period of time, massive open online courses (MOOCs) have become a considerable topic of research and debate, and the number of available MOOCs is rapidly growing. Along with issues of formal recognition and accreditation, this growth in the number of MOOCs being developed increases the relevance of assessment quality. Within the context of a typical xMOOC, the current study focuses on peer assessment of essay assignments. In the literature, two contradicting theoretical arguments can be found: that learners should be matched with same‐ability peers (homogeneously) versus that students should be matched with different‐ability peers (heterogeneously). Considering these arguments, the relationship between peer reviewers’ ability and authors’ essay performance is explored. Results indicate that peer reviewers’ ability is positively related to authors’ essay performance. Moreover, this relationship is only established for intermediate and high ability authors; essay performance of lower ability authors appeared not to be related to the ability of their reviewing peers. Results are discussed in relation to the matching of learners and instructional design of peer assessment in MOOCs.
Massive Open Online Courses (MOOCs) as a new approach to distance education, which originated from the open education resources (OER) movement, are becoming widespread throughout the world. Over time, early versions of cMOOCs have undergone changes in terms of use, name and structure. In their short life, MOOCs have been categorized into different taxonomies depending on, for example, their types, pedagogies, orientations, target participants, resources and content. This article proposes a new taxonomy to position MOOCs on two dimensions: massiveness and openness, which brings a fresh perspective for understanding varieties of MOOCs based on the two definitional elements. The dimensions of massiveness and openness are identified and discussed. Based on these, we conclude two dimensional matrix with four categories: (i) small scale and less open, (ii) small scale and more open, (iii) large scale and less open, (iv) large scale and more open. This classification provides a comprehensive description of different types of MOOCs which could be helpful to answer the necessities of MOOC providers, educators, students, and researchers.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.