Emerging patterns in MOOCs: Learners, course designs and directions

Macleod, Hamish; Haywood, Jeff; Woodgate, Amy; Alkhatnai, Mubarak

doi:10.1007/s11528-014-0821-y

Cited by 90 publications

(73 citation statements)

References 5 publications

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“…This was evidenced with the majority of female learners identifying as either an allied healthcare professional or as a nurse, and male learners identifying as doctors. This distribution of gender is also in line with previous runs of the same MOOC, which highlighted a clear majority of female learners [7] and is consistent with the other courses developed by the University of Leeds [49] and those hosted more generally on the FutureLearn platform [50]. It should be noted, however, that these findings do differ from the global gender distribution of MOOC participation, which has a reportedly 2:1 ratio of male to female learners, although it is important to appreciate that platforms such as EdX and Coursera host a high number of courses which are predominantly male orientated [21,51].…”

Section: Demographic Profile Of Healthcare Learnerssupporting

confidence: 90%

“…It should be noted, however, that these findings do differ from the global gender distribution of MOOC participation, which has a reportedly 2:1 ratio of male to female learners, although it is important to appreciate that platforms such as EdX and Coursera host a high number of courses which are predominantly male orientated [21,51]. Similarly, the healthcare professionals that enrolled were older than your typical MOOC learner, which has been reported to have a median age of less than 30 years old [21], although FutureLearn do note an older audience [50]. However, the pattern of employment and Fig.…”

Section: Demographic Profile Of Healthcare Learnersmentioning

confidence: 99%

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An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Pickering

Swinnerton

2017

Med.Sci.Educ.

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Massive open online courses (MOOCs) remain a novel and under-evaluated learning tool within anatomical and medical education. This study aimed to provide valuable information by using an anatomy MOOC to investigate the demographic profile, patterns of engagement and selfperceived benefits to healthcare professionals. A 21-item survey aimed at healthcare professionals was embedded into the Exploring Anatomy: The Human Abdomen MOOC, in April 2016. The course attracted 2711 individual learners with 94 of these completing the survey, and 79 of those confirming they worked full-or part-time as healthcare professionals. Variations in use across healthcare profession (allied healthcare professional, nurse or doctor) were explored using a Fisher's exact test to calculate significance across demographic, motivation and engagement items; one-way ANOVA was used to compare self-perceived benefits. Survey data revealed that 53.2% were allied healthcare professionals, 35.4% nurses and 11.4% doctors. Across all professions, the main motivation for enrolling was to learn new things in relation to their clinical practice, with a majority following the prescribed course pathway and utilising core, and clinically relevant, material. The main benefits were in relation to improving anatomy knowledge, which enabled better support for patients. This exploratory study assessing engagement and self-perceived benefits of an anatomy MOOC has shown a high level of ordered involvement, with some indicators suggesting possible benefits to patients by enhancing the subject knowledge of those enrolled. It is suggested that this type of learning tool should be further explored as an approach to continuing professional, and interprofessional, education.

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Section: Demographic Profile Of Healthcare Learnerssupporting

confidence: 90%

Section: Demographic Profile Of Healthcare Learnersmentioning

confidence: 99%

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Pickering

Swinnerton

2017

Med.Sci.Educ.

View full text Add to dashboard Cite

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“…Milheim (2013) reports that 70,000 new students per week sign up for courses. Institutions report a number of reasons for implementing MOOCs, including outreach, research, and the expansion of online degree programs (Macleod et al 2015).…”

Section: Massive Open Online Coursesmentioning

confidence: 99%

Beginning the Dialogue on the e-Transformation: Behavior Analysis’ First Massive Open Online Course (MOOC)

Rehfeldt

Jung

Aguirre

et al. 2016

Behav Analysis Practice

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The e-Transformation in higher education, in which Massive Open Online Courses (MOOCs) are playing a pivotal role, has had an impact on the modality in which behavior analysis is taught. In this paper, we survey the history and implications of online education including MOOCs and describe the implementation and results for the discipline's first MOOC, delivered at Southern Illinois University in spring 2015. Implications for the globalization and free access of higher education are discussed, as well as the parallel between MOOCs and Skinner's teaching machines.

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“…[11] At the same time, it is generally believed that the students have a good view of their autonomous learning. Their high autonomous learning ability makes teachers' guidance easier and smoother.…”

Section: Mid-term Tracking Assessment For Moocs Effectiveness Analysismentioning

confidence: 99%

Empirical Research on the Effectiveness of MOOCs in Developing Design Students on Sino-foreign Cooperation University Programs

Zhu

2016

Int. J. Emerg. Technol. Learn.

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Abstract-Nowadays, the implementation of Sino-foreign cooperative education program has become an essential way to internationalize Chinese higher education.The large number of MOOC online resources currently available, and their innovative teaching modes has provided a new and novel channel to promote such programs. In order to systematically illustrate and reveal the effectiveness of utilizing MOOC in these projects, which sponsored by Undergraduate cooperative education project of visual communication design between Anhui Polytechnic University and University of Bridgeport, researchers carried out a one-year targeted and systematic tracking, investigation, comparative analysis, consultation, summary and the real-time assessment. Experimental data and detailed research results show that the MOOC intervention mechanism achieved a positive effect in promoting and supplementing students' knowledge and understanding of their major. It not only strengthened students' skills and literacy, it was also found to significantly promote traditional classroom teaching at Anhui Polytechnic University. The project proved successful with design students by combining in class and online teaching. It is recommended that such projects be further promoted and applied in the future.

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Emerging patterns in MOOCs: Learners, course designs and directions

Cited by 90 publications

References 5 publications

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

An Anatomy Massive Open Online Course as a Continuing Professional Development Tool for Healthcare Professionals

Beginning the Dialogue on the e-Transformation: Behavior Analysis’ First Massive Open Online Course (MOOC)

Empirical Research on the Effectiveness of MOOCs in Developing Design Students on Sino-foreign Cooperation University Programs

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