A strategy for monitoring and evaluating massive open online courses

Twelve tips for developing and delivering a massive open online course in medical education

“…Although some strategies have been suggested, the approach to evaluating MOOC efficacy is under-developed (Chapman et al 2016). From our own experience, a comprehensive strategy should entail three streams.…”

“…Although the medical education literature is well populated with computer-based learning approaches (Cook et al 2008), the potential role of MOOCs in medical education remains under researched (Zemsky 2014;Head 2014;Williams & Nai-Fen 2015;Chapman et al 2016). Typically, courses are based on conventional higher education programmes and combine traditional materials, such as video-based lectures, recommended reading lists, automated online assessments, and discussion fora (Hoy 2014).…”

Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro

“…Os MOOCs são caracterizados pela ausência de requisitos formais de entrada, participação livre, conteúdo entregue inteiramente on-line (Chapman, Goodman, Jawitz, & Deacon, 2016) sem prazo para matrícula, nenhuma penalidade pela evasão (Alemán de la Garza, Sancho-Vinuesa, & Gómez Zermeño, 2015), entrega assíncrona e sem restrições geográficas, de idade, financeiras ou de qualquer natureza (DeBoer, Ho, Stump, & Breslow, 2014 2013). Além disso, a maioria dos MOOCs oferecidos nas principais plataformas são em inglês ou espanhol, representando uma barreira significativa para a participação da maioria dos alunos de países em desenvolvimento, que raramente são competentes em outro idioma (Daniel et al, 2015).…”

Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study (Preprint)

“…MOOC evaluations can help analyse its effectiveness and improve its application [2]. Also, although most MOOCs have free access for anybody interested, some MOOCs can offer to learn on highly technical topics and may require some background knowledge for the learner to understand the content, making it necessary to evaluate what population joined the course.…”