Massive Open Online Courses in Nursing Education

Goldschmidt, Karen; Greene-Ryan, Jane

doi:10.1016/j.pedn.2013.12.001

Cited by 12 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This study has implications for research and practice. The results suggest the need to consider different gender perceptions among participants and across cultures in group work for open online courses such as MOOCs that attract diverse learners (Goldschmidt & Greene‐Ryan, ; Liyanagunawardena, Lundqvist, & Williams, ). As shown by previous research, online courses or collaborative technologies are not exempt from the problems of communication experienced in face‐to‐face diverse groups (Popov et al ., ; Zhong et al ., ).…”

Section: Discussionmentioning

confidence: 99%

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

Bayeck

Hristova

Jablokow³

et al. 2016

Brit J Educational Tech

View full text Add to dashboard Cite

This paper reports the results of an exploratory study on participants' perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners' perception of single-gender grouping differs. Female students more than males indicated less preference for single-gender grouping. Views on single-gender grouping also differed across regions, suggesting the effect of participants' regions of origin on their opinions about single-gender grouping. Moreover, an interaction was established between participants' region and gender. In particular, our study reveals that men in the "Asia and Pacific" region tended-more than men and women from other regions of the world-to give more importance to single-gender grouping in this MOOC. In addition, younger participants cared less about single-gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning.

show abstract

Section: Discussionmentioning

confidence: 99%

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

Bayeck

Hristova

Jablokow³

et al. 2016

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…recognized as an alternative to continuing education for health professionals (10,(12)(13) , the offer and content of MOOCs in health have not been explored, nor specifically for the continuing education of nursing professionals, having only described isolated experiences on the development of nursing MOOCs in the world (14)(15) .…”

Section: Although Online Education Including Moocs Ismentioning

confidence: 99%

Massive Open Online Courses for continuing education for nursing professionals in Peru

Bendezú-Quispe

Quijano-Escate

Hernández-Vasquéz

et al. 2020

Rev. Latino-Am. Enfermagem

View full text Add to dashboard Cite

Objective: to determine the global offer of Massive Open Online Courses (MOOCs) in health and nursing, and to know the characteristics of its content, for continuing education in nursing professionals in Peru. Method: exploratory study was carried out on the websites: Coursera, edX, FutureLearn, XuetangX and Udacity, Class Central and MOOC List. The courses were classified according to the five nursing areas recognized by the Peruvian College of Nurses (Colegio de Enfermeros del Perú, CEP). From each course, data was collected on institution and country of origin, hours per week and total duration in weeks, audio and subtitle language. Results: a total of 654 courses in this modality are offered in health were found, covering the five areas contemplated by the Peruvian College of Nurses. Fourteen courses were specifically developed for nursing with an average duration of five weeks (3.2 hours per week of activities). Eleven came from Anglo-Saxon institutions, with content in English. Only two courses were offered in Spanish and one in Turkish. Conclusion: Massive Open Online Courses would be a useful tool for the continuing education of the Peruvian nurse given the wide offer, including some specifically for nurses, in the different areas of nursing. The content of the course is mostly in English. Expanding the range of languages or subtitles would facilitate the participation of a larger audience.

show abstract

“…For example, Goldschmidt and Greene-Ryan created a mini MOOC titled “ Gateway to Online Learning ” aimed at registered nurses who had been in the field and out of the classroom for a long period [8]. They described their course as a tool to prepare nursing students for the rigors of Web-based learning and viewed MOOCs as a means of allowing more health profession students better access to higher education [8,9]. Liyanagunawardena et al agreed, calling MOOCs an effective strategy for gaining knowledge in the health care field [10] .…”

Section: Introductionmentioning

confidence: 99%

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

et al. 2018

View full text Add to dashboard Cite

BackgroundCyberincivility is a pervasive issue that demands upfront thinking and can negatively impact one’s personal, professional, social, and educational well-being. Although massive open online courses (MOOCs) environments could be vulnerable to undesirable acts of incivility among students, no study has explored the phenomena of cyberincivility in this learning environment, particularly in a health-related course in which mostly current or eventual health professions students enroll.ObjectiveThis study aimed to analyze the characteristics of text entries posted by students enrolled in a medicine and health care MOOC. The objectives were to (1) examine the prevalence of posts deemed disrespectful, insensitive or disruptive, and inconducive to learning; (2) describe the patterns and types of uncivil posts; and (3) highlight aspects that could be useful for MOOC designers and educators to build a culture of cybercivility in the MOOC environment.MethodsWe obtained data from postings in the discussion forums from the MOOC Medical Neuroscience created by a large private university in the southeast region of the United States. After cleaning the dataset, 8705 posts were analyzed, which contained (1) 667 questions that received no responses; (2) 756 questions that received at least one answer; (3) 6921 responses that applied to 756 posts; and (4) 361 responses where the initiating post was unknown. An iterative process of coding, discussion, and revision was conducted to develop a series of a priori codes. Data management and analysis were performed with NVivo 12.ResultsOverall, 19 a priori codes were retained from 25 initially developed, and 3 themes emerged from the data—Annoyance, Disruption, and Aggression. Of 8705 posts included in the analysis, 7333 (84.24%) were considered as the absence of uncivil posts and 1043 (11.98%) as the presence of uncivil posts, while 329 (3.78%) were uncodable. Of 1043 uncivil posts analyzed, 466 were coded to >1 a priori codes, which resulted in 1509 instances. Of those 1509 instances, 826 (54.74%) fell into “annoyance”, 648 (42.94%) into “disruption”, and 35 (2.32%) into “aggression”. Of 466 posts that related to >1 a priori codes, 380 were attributed to 2 or 3 themes. Of those 380 posts, 352 (92.6%) overlapped both “annoyance” and “disruption,” 13 (3.4%) overlapped both “disruption” and “aggression,” and 9 (2.4%) overlapped “annoyance” and “aggression,” while 6 (1.6%) intersected all 3 themes.ConclusionsThis study reports on the phenomena of cyberincivility in health-related MOOCs toward the education of future health care professionals. Despite the general view that discussion forums are a staple of the MOOC delivery system, students cite discussion forums as a source of frustration for their potential to contain uncivil posts. Therefore, MOOC developers and instructors should consider ways to maintain a civil discourse within discussion forums.

show abstract

Massive Open Online Courses in Nursing Education

Cited by 12 publications

References 5 publications

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

Massive Open Online Courses for continuing education for nursing professionals in Peru

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

Contact Info

Product

Resources

About