Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study

Soffer, Tal; Cohen, Anat

doi:10.19173/irrodl.v16i1.2031

Cited by 28 publications

(19 citation statements)

References 16 publications

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“…MOOCs allow flexible learning anytime and anywhere, diversifying the variety of tasks that can be included in any course structure [15]. Lately, several case studies have documented different ways in which elite universities have integrated these courses into their curricula, broadening their teaching and learning strategies by implementing blended or hybrid learning approaches [5,8,17].…”

Section: Introductionmentioning

confidence: 99%

Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus

Pérez‐Sanagustín

Hernández-Correa

Gelmi

et al. 2016

Adaptive and Adaptable Learning

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Abstract. This paper presents the results of a pilot study about students' adoption and learning outcomes of 4 MOOCs proposed as a complementary resource for traditional remedial courses on calculus. While the MOOCs were not mandatory, traditional remedial courses were required for those freshmen failing a diagnostic exam. The effects on 589 freshmen students were investigated. The data analysis shows that up to 16 % of the students were active in the MOOCs under study, mostly during the days before taking the diagnostic exam that preceded the traditional face-to-face remedial courses. Trace data about learner actions within the platform were collected as well as the students' scores. According to a statistical comparison of the students' exam scores and their interaction behavior with the MOOCs, we observe that active students had more chances of passing the diagnostic exam and skipping the required remedial courses. However, we found no significant differences on the remedial course exam scores between the students that were active in the MOOCs and those that were not. These findings suggest that MOOCs are a good solution to strengthening skills and reviewing concepts, but that more guidance is needed when used as a complement to traditional f2f courses.

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Section: Introductionmentioning

confidence: 99%

Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus

Pérez‐Sanagustín

Hernández-Correa

Gelmi

et al. 2016

Adaptive and Adaptable Learning

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“…Pri pravljenju kursa naglasak se stavlja na odabir odgovarajućih sadržaja, sastavljanju jasnih uputstava, proizvodnji kvalitetnih videa i kreiranju prijateljskog interfejsa (Soffer & Cohen, 2015). Studenti (polaznici kursa) kurs pohađaju na način koji je sličan tradicionalnim visokoš-kolskim onlajn kursevima, odnosno gledanjem predavanja, či-tanjem predloženih materijala i literature, rešavanjem kvizova i testova, izvršavanjem postavljenih nedeljnih zadataka (što može uključivati i ocenjivanje i proveru radova drugih studenata) i učešćem u diskusijama i forumima (EDUCAUSE, 2013).…”

Section: Uvodunclassified

“…Dobar način da se studenti adaptiraju predstavljaju početni ili demo kursevi, na primer edX 2 ima početni kurs DemoX kroz koji se studenti upoznaju sa načinom kako da pohađaju kurseve na ovoj platformi. Često je i težina kursa razlog zašto kurseve završi mali broj studenta, tako je na primer Coursera-in kurs "The fall and rise of Jerusalem" završilo samo 1,8% prijavljenih učesnika, jer nivo težine i sadržaj kursa nisu odgovarali predznanju i mogućnostima studenata (Soffer & Cohen, 2015). Može se izdvojiti još razloga zašto studenti nisu motivisani da završe kurseve do kraja, ali jedan od najčešćih je i taj da studenti u najvećem broju slučajeva nisu u prilici da sertifikate iskoriste za sticanje kredita na njihovom matičnom fakultetu, a takođe dobar deo onih koji pohađaju kurseve su već završili fakultete tako da im sertifikati ili fakultetski krediti nisu ni potrebni.…”

Section: Uvodunclassified

“…Za Coursera-in kurs "What a plan knows" koji je ponudio Univerzitet u Tel Avivu (Tel Aviv University) 2013. godine se prijavilo 32.009 studenata, ali je kurs završilo samo 2.318 studenata, što je nešto više od 7%, ali procenat onih koji su uspešno završili kurs među onima koji su platili kurs je 62,5%, odnosno oko 9 puta bolje u odnosu na opštu prolaznost (Soffer & Cohen, 2015). Stevanović (2013) ističe da je procenat prolaznosti među studentima koji plaćaju kurs oko 70%.…”

Section: Uvodunclassified

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Zastupljenost masovnih otvorenih onlajn kurseva (MOOK) među studentskom populacijom: rezultati pilot istraživanja

Stojšić¹,

Tomić²,

Ivkov-Džigurski³

et al. 2015

Proceedings of the International Scientific Conference - Synthesis 2015

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Apstrakt:Internet je informacije i znanje učinio lako dostupnim svima, što je drastično povećalo mogućnosti za unapređenje obrazovanja svakog pojedinca. Masovni otvoreni onlajn kursevi (MOOK) su postali globalno prisutni u neformalnom i doživotnom obrazovanju miliona ljudi (u manjem obimu postali su i deo formalnog visokog obrazovanja, ukoliko matični univerzitet priznaje pomenuti kurs studenta). Poslednjih godina se značajno povećao broj institucija koje stvaraju MOOK. Mogućnosti za sticanje znanja, iskustava, veština i komuniciranje koje su stvorili MOOK nisu dovoljno iskorišćene i u realizaciji su uočeni problemi (kurseve uspešno završi manje od 10% prijavljenih učesnika). Cilj ovog rada je da predstavi trenutno stanje u razvoju masovnih otvorenih onlajn kurseva i da prikaže rezultate pilot istraživanja u kojem je učestvovalo 83 studenta sa sedam fakulteta Univerziteta u Novom Sadu. Rezultati pokazuju da 53% studenata nije znalo da MOOK postoje i da je samo 10,8% studenata pohađalo ove kurseve. Svi studenti koji su pohađali kurseve su bili više nego zadovoljni. Istraživanje je nastavljeno kako bi se uključili i studenti sa drugih univerziteta i fakulteta u Srbiji. Autori smatraju da bi studente trebalo informisati i upoznati sa MOOK platformama, jer kroz ove kurseve studenti mogu proširiti znanje stečeno na fakultetu. Abstract:The Internet has made information and knowledge widely and easily accessible, which significantly increased the possibilities for improving education of each individual. Massive Online Open Courses (MOOCs) have become globally present in informal and lifelong education of millions of people around the globe, and to a lesser extent, these types of courses have become part of formal undergraduate and graduate programmes, provided that such courses are recognized by the university. There has been a significant increase in the number of institutions offering MOOCs over the past few years. However, the opportunities to gain knowledge, experience, communication and other necessary skills via MOOCs are not fully utilized due to numerous limitations (less than 10% of participants successfully completed such online courses). The aim of this paper is to present the current situation in developing MOOCs and to present the results of the pilot study, involving 83 students from seven faculties of the University of Novi Sad. The results show that 53% of students have never heard of MOOCs, while only 10,8% of students attended such courses. Moreover, the survey indicates that students had numerous benefits from attending such courses. The research was continued in order to take into consideration the results of the survey at other universities and faculties in Serbia. The authors believe that students should be provided with more information about MOOC platforms, since such courses enable students to expand knowledge gained at their faculties. Ključne reči:MOOK, učenje na daljinu, otvoreni obrazovni resursi, neformalno obrazovanje studenata.

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“…Depending on the study on the feasibility of using MOOCs as a learning environment in academic courses presented in [7], the scope of student activity, the learning intensity, and learner path are tracked and analyzed. The investigation result shows that students are very satisfied with their learning process and relatively high grades.…”

Section: Mooc and Higher Educationmentioning

confidence: 99%

Massive Open Online Courses and Formal Higher Education

Shi¹,

Sun²,

Liu³

2015

Proceedings of the 2015 Joint International Social Science, Education, Language, Management and Business Conference

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Abstract. With the rapid development of MOOC worldwide, traditional formal higher education of college is facing huge challenges due to the innovative learning method provided by MOOC. MOOC promise an effective learning method in a free style, either in course selection or the process control of learning. And the most important is that it is free to learn excellent courses offered by famous universities. For traditional higher education, the benefits of MOOC can be utilized for reference. The trackable learning process, diverse assessment methods, as well as the communitive online interaction, can effectively improve the teaching result in formal teaching and learning. However, there are still some issues to be solved, such as the imperfect online forum for Q&A, plagiarism and dishonesty in learning, and discipline limitation in course selection.

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Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study

Cited by 28 publications

References 16 publications

Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus

Does Taking a MOOC as a Complement for Remedial Courses Have an Effect on My Learning Outcomes? A Pilot Study on Calculus

Zastupljenost masovnih otvorenih onlajn kurseva (MOOK) među studentskom populacijom: rezultati pilot istraživanja

Massive Open Online Courses and Formal Higher Education

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