Broad online learning EdTech and USA universities: symbiotic relationships in a post-MOOC world

Thomas, Duncan A.; Nedeva, María

doi:10.1080/03075079.2018.1520415

Cited by 31 publications

(17 citation statements)

References 46 publications

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“…In fact, students actively participate in MOOCs by reviewing the videos (Chiu & Hew, 2018), taking the online exams (Zhou, 2017), consulting the information (Brooker et al, 2018) and conducting the discussion forums (Chen et al, 2020;Xing, 2019). In particular, Coursera is increasing the number of students who use MOOCs (Kang, 2020;Thomas & Nedeva, 2018;Zhou, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…The benefits of MOOCs are related to the massive participation, realization of discussion forums and communication between the students and teachers (Li et al, 2020;Zhang et al, 2017). For example, Coursera, EdX, Iversity, XuetangX and ICourse163 allow that students consult the contents of the courses and actively participate from anywhere (Thomas & Nedeva, 2018;Zhang et al, 2017). Likewise, MOOCs facilitate the organization and performance of collaborative activities at any time through the communication and discussion tools (Albelbisi & Yusop, 2019;Li et al, 2020;Zhou, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data science). The participants are 122 teachers (58 men and 64 women) from the National Autonomous University of Mexico who took the "Innovation in University Teaching 2020" Diploma. The academic degree of these educators is Bachelor (n = 35, 28.69%), Specialty (n = 4, 3.28%), Master (n = 58, 47.54%) and Doctorate (n = 25, 20.49%). The results of machine learning (linear regressions) indicate that the organization of the school activities in MOOCs positively influences the motivation, participation and learning of the students. Data science identifies 3 predictive models about MOOCs and ICT through the decision tree technique. According to the teachers of the National Autonomous University of Mexico, the organization of the school activities in MOOCs and use of ICT play a fundamental role during the COVID-19 pandemic. The implications of this research promotes that educators use MOOCs and ICT to improve the educational conditions, create new remote school activities and build new virtual learning spaces. In conclusion, universities with the support of technological tools can improve the teaching-learning process and update the course during the COVID-19 pandemic. In particular, MOOCs represent a technological alternative to transform the school activities in the 21st century.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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“…The principles of its work and perspectives of its application in the modern economic practice are studied in the following works: Bogoviz, (2019), Boyd and Holton, (2018), Mori, (2018), Popkova, (2017), Popkova, (2019), Popkova and Sergi, (2019), Sikdar, (2018), Sozinova, (2019), Sukhodolov et al (2018), Valter et al (2018) and Wei et al (2018). Various issues of diversification of educational services in the conditions of industry 4.0 are studied in publications (Burch and Miglani, 2018; Ginsberg et al , 2017; Ostrow et al , 2017; and Thomas and Nedeva, 2018).…”

Section: Methodsmentioning

confidence: 99%

Diversification of educational services in the conditions of industry 4.0 on the basis of AI training

Bogoviz

Lobova

Karp

et al. 2019

OTH

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Purpose The purpose of the paper is to determine the perspectives of diversification of educational services in the conditions of industry 4.0 on the basis of artificial intelligence (AI) training, determine the consequences of this process for academic and teaching staff and to develop recommendations for its practical implementation. Design/methodology/approach The methods of horizontal, trends and regression analysis are used for studying social consequences of digital modernization of the markets of higher education (for academic and teaching staff). The research is performed by the example of modern Russia on the basis of the statistical data of Federal State Statistics Service and the International Telecommunication Union. The timeframe of the research covers academic years 2000/2001-2018/2019. Findings It is determined that digital modernization of the sphere of higher education stimulates the reduction of the universities’ need for academic and teaching staff and growth of their unemployment. However, further digital modernization of economy on the basis of breakthrough technologies of industry 4.0 will lead to creation of a new type of educational services that are provided within entrepreneurship of universities – AI training of business. This will ensure development of university entrepreneurship (and reduction of dependence of universities on state financing), as well as growth of the employment opportunities for experts (academic and teaching staff) in the sphere of AI, which will not depend on the number of students, but will be connected to demand for AI training from digital business. Originality/value The role of AI training in the structure of production business processes of a university in the conditions of industry 4.0 is determined. The necessity for state stimulation of development of digital business in the modern economic systems is substantiated. It is shown that government has to pay close attention to the issues of support in the sphere of AI and mass distribution of their results. Because of this, it will be possible to control social risks in the sphere of higher education.

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“…Finally, the impacts of digitalisation on HE are studied via partnerships between public universities, and MOOC and OPM platform companies (Thomas & Nedeva, 2018). These partnerships are found to reinforce university stratification and inequalities in the HE sectors that were analysed (Perrotta, 2018;Swinnerton et al, 2019).…”

Section: On the Intersection Of Digitalisation And Marketisationmentioning

confidence: 98%

“…Some of them are developed by universities alone, while most are proprietary. Some are targeting institutions and enter the sector via new types of partnerships with universities (Thomas & Nedeva, 2018), while others are targeting individuals, i.e. students and teachers.…”

Section: A Need For Studying the Diversity Of Digitalisation In And Omentioning

confidence: 99%

The future of value in digitalised higher education: why data privacy should not be our biggest concern

Komljenovič

2020

High Educ

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Universities around the world are increasingly digitalising all of their operations, with the current COVID-19 pandemic speeding up otherwise steady developments. This article focuses on the political economy of higher education (HE) digitalisation and suggests a new research programme. I foreground three principal arguments, which are empirically, theoretically, and politically crucial for HE scholars. First, most literature is examining the impacts of digitalisation on the HE sector and its subjects alone. I argue that current changes in digitalising HE cannot be studied in isolation from broader changes in the global economy. Specifically, HE digitalisation is embedded in the expansion of the digital economy, which is marked by new forms of value extraction and rentiership. Second, the emerging research on the intersection of marketisation and digitalisation in HE seems to follow the theories of marketisation qua production and commodification. I argue that we need theories with better explanatory power in analysing the current digitalisation dynamics. I propose to move from commodification to assetisation, and from prices to rents. Finally, universities are digitalising in the time when the practice is superseding policy, and there is no regulation beyond the question of data privacy. However, digital data property is already a reality, governed by ‘terms of use’, and protected by the intellectual property rights regime. The current pandemic has led to ‘emergency pedagogy’, which has intensified overall digitalisation in the sector and is bypassing concerns of data value redistribution. I argue that we urgently need public scrutiny and political action to address issues of value extraction and redistribution in HE.

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Broad online learning EdTech and USA universities: symbiotic relationships in a post-MOOC world

Cited by 31 publications

References 46 publications

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Diversification of educational services in the conditions of industry 4.0 on the basis of AI training

The future of value in digitalised higher education: why data privacy should not be our biggest concern

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