Evaluation and Improvement of Indonesian Massive Open Online Course (MOOC) Interaction Design of MOOC X

Sharfina, Zahra; Santoso, Harry Budi; Isa, R. Yugo Kartono; Aji, Rizal Fathoni

doi:10.1109/weef.2017.8467108

Cited by 4 publications

(2 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…have been on the rise since 2014. Completion rates have been embarrassingly low as the region of 10% is widely cited(Andres et al, 2018;Davis et al, 2017;García-Peñalvo, Fidalgo-Blanco, & Sein-Echaluce, 2018;Hone & El Said, 2016;Rai & Chunrao, 2016;Sharfina, Santoso, Isa, & Aji, 2017).Another finding from Fig 5 is the decline in research on learners' motivation in MOOCs. One possibility is that motivation has less significant impact on MOOC learners as compared to dropout, engagement and instructional design.…”

mentioning

confidence: 99%

Untitled

2020

IJELHE

View full text Add to dashboard Cite

The issue of graduates' employability has become a growing concern globally. With many graduates, but limited positions in the workforce, it is imminent for graduates to possess employability traits. Employers also expect the students to learn a multitude of skills and abilities, on top of knowledge of accounting, while studying in the university. To reduce this gap, a student development framework, the APAcS Star was established. APAcS Star aims to bridge the gap by arming students with essential interpersonal skills. Based on three core Skill Areas, namely Critical Thinking, Communications and Leadership skills. APAcS Star is executed by further breaking those Skill Area into Traits. These traits connote an element of a Skill that, by mastering a number of those smaller Traits, will lead to a mastery of the major Skill. All the Traits from the three Skill Areas are smartly placed in events, starting with 'Knowledge Gaining ', then progressing to 'Knowledge Applying' and 'Knowledge Assessing'. In 2016, 31 students graduated with an APAcS Star certificate. In 2017 and 2018, the final assessment was further enhanced into two categories, the idea pitching assessment and interview assessment, whereby 19 and 10 students respectively were awarded the APAcS Star certificate. The APAcS Star certificate increases the students' chances of gaining employability upon graduation. In conclusion, this framework was able to assist the higher education provider to craft and develop a multitude of skills and abilities of its graduates, thus reducing the employability gap.

show abstract

mentioning

confidence: 99%

Untitled

2020

IJELHE

View full text Add to dashboard Cite

show abstract

“…7, 30-Abril -2021 DOI: http://dx.doi.org/10.6018/red.438701 Los MOOC en la línea del tiempo: una revisión sistemática de literatura. Andrés Chiappe y Monique Amaral 14 of 31 velocidad, necesarias para acceder a la oferta de estos cursos sin mayores restricciones geográficas ni temporales.Ejemplos de lo anterior se pueden encontrar en:Na & Liu (2019),Sharfina et al (2017), Yousef et al (2015,Tsironis et al (2016),Margain et al (2017).…”

unclassified

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

Laverde

Amaral²

2021

Red

View full text Add to dashboard Cite

Los cursos online masivos y abiertos (MOOC) se han convertido en un fenómeno educativo emergente con un enorme potencial de transformación y democratización educativa. Luego de casi una década de su primer lanzamiento, gran cantidad de investigación se ha realizado para intentar comprender sus alcances y limitaciones como instrumento de aprendizaje flexible y personalizado. Con el propósito de aumentar tal comprensión, se ha llevado a cabo una revisión sistemática de literatura sobre estudios publicados entre 2009 y 2019 acerca de los MOOC. Se aplicó un método de 6 pasos para revisar 486 estudios, a partir de procesos de filtrado, abstracting, lectura en profundidad y extracción e interpretación de datos. Los resultados muestran una gran cantidad y diversidad de focos de investigación sobre los MOOC, algunos en auge, otros en declive y otros de naturaleza efímera. Se resaltan entre ellos las Prácticas Educativas Abiertas, el diseño de los MOOC, el engagement, la deserción y el conectivismo. Los focos de investigación representan las principales preocupaciones de educadores e investigadores sobre lo que pareciera ser el advenimiento de un nuevo orden educativo que soportaría el aprendizaje a lo largo de la vida y los entornos de aprendizaje enmarcados en la sociedad 4.0. Massive and open online courses (MOOC) have become an emerging educational phenomenon with enormous potential for educational transformation and democratization. After almost a decade of its first launch, a great deal of research has been carried out to try to understand its scope and limitations as a flexible and personalized learning instrument. In order to increase such understanding, a systematic review of literature on studies published between 2009 and 2019 about MOOCs has been carried out.A 6-step method was applied to review 486 studies, based on filtering, abstracting, in-depth reading and data extraction and interpretation processes.The results show a large number and diversity of research focuses on MOOCs, some booming, others in decline and others of ephemeral nature. Among them are the Open Educational Practices, the design of MOOCs, the generation of engagement, dropout and connectivism.The research focuses represent the main concerns of educators and researchers regarding what appears to be the advent of a new educational order, which currently supports lifelong learning and future learning environments framed in society 4.0.

show abstract