Heterogeneity of Learners’ Behavioral Patterns of Watching Videos and Completing Assessments in Massive Open Online Courses (MOOCs): A Latent Class Analysis

Kang, In Gu

doi:10.19173/irrodl.v21i4.4645

Cited by 9 publications

(7 citation statements)

References 15 publications

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“…Today, teachers use MOOCs to create new learning spaces and carry out creative school activities (Cisel, 2019;Li et al, 2020;Wise & Cui, 2018). For example, the use of MOOCs improved the teaching-learning conditions in the courses of Bioelectricity (Zhou, 2017), Education (Brooker et al, 2018), Introduction to Programming (Luik & Lepp, 2021), Poetry (Chiu & Hew, 2018), Pedagogy (Bozkurt et al, 2018), Informatics (Ji, 2016), Modern Educational Technology (Li, 2017), Administration (Kang, 2020), News Transmission (Shen, 2018), Statistics (You, 2019), and Psychology (Martin et al, 2018).…”

Section: Use Of Moocs In the Educational Fieldmentioning

confidence: 99%

“…For example, the University of Melbourne in partnership with Coursera designed the course of "Assessment and Teaching Skills in the Twenty First Century MOOC" (ATS21C) in order to facilitate the assimilation of knowledge about pedagogy and develop the skills about the assessment in the educational field (Brooker et al, 2018). In the same way, the MOOC called "Job Success" on Coursera facilitated the learning process about administration by consulting the videos and taking the online exams (Kang, 2020).…”

Section: Use Of Moocs In the Educational Fieldmentioning

confidence: 99%

“…Various authors (e.g., Liu et al, 2018;Persson & Nouri, 2018;Shen, 2018;Zhang & Zuo, 2019) highlight the role of ICT and MOOCs to carry out the school activities at any time and facilitate the learning process. For example, the consultation of the videos and realization of the online exams in a MOOC facilitated the assimilation of the knowledge about the administration (Kang, 2020). The results of machine learning on H3 are higher than 0.220, therefore, the organization of the school activities in MOOCs positively influence the learning of students.…”

Section: Learning Of the Studentsmentioning

confidence: 99%

“…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%

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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: Use Of Moocs In the Educational Fieldmentioning

confidence: 99%

Section: Use Of Moocs In the Educational Fieldmentioning

confidence: 99%

Section: Learning Of the Studentsmentioning

confidence: 99%

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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“…This could be due to a variety of factors, including Senior High School 1 Pasuruan pupils' ability to perform activities in learning on their own throughout the pandemic. Students' independence in completing class assignments can help them study more effectively (Jitanan, Somanandana, Jitanan, Lalitpasan, & Kham-in, 2021;Kang, 2020).…”

Section: Perception Of Understanding Indicators In High Schoolmentioning

confidence: 99%

Investigating Positive Perceptions of High School Students' Distance Learning Experiences During a Pandemic

Putikadyanto¹,

Zamahsari

Violando

2021

Abjada

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COVID-19 has driven pedagogical transformation in the most unexpected and sudden way in education history. Students must switch from face-to-face to distance learning. Trough quantitative research model, this study aims to describe high school students' perceptions of distance learning. Samples were collected from school which might prepare their students for distance learning. Using a questionnaire data collection technique, a sample of 70 high school students received 40 questions derived from three perceptual indicators, namely absorption, understanding, and assessment. The results of this study's absorption, understanding, and assessment indicator scores which were higher than the median indicated that students' perceptions of distance learning were typically positive. This occurs as a result of collaboration between students, teachers, and school staff to accomplish effective distance learning.

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