Massive Open Online Courses: Current and Future Trends in Biomedical Sciences

Murray, Jo-Anne

doi:10.1007/978-3-030-24281-7_5

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…As part of this, we need to also reflect how students will be expected to access education and development opportunities in future. Online video media, such as Massive Open Online Courses (MOOCs), is now an accepted method of providing continuing professional development (Murray 2019), and universities should be preparing their students with how to learn in this environment to prepare their graduates for the world. As universities strive to create authentic learning environments, we should seek to provide opportunities to learn in the context people will learn in after their graduation (Herrington and Herrington 2006).…”

Section: Inclusive Learning With Lecture Recordingmentioning

confidence: 99%

First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey

MacKay

2020

Research in Learning Technology

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In this study, 295 (13.8% response rate) first year students from a large, Scottish, Russell-Group university were surveyed on their attitudes to and use of lecture recordings in 2018. Kruskal–Wallis tests were used to compare the ranked responses between students in different categories relevant to monitoring equality and diversity, such as carer status (5% of respondents), learning adjustments (9% of respondents) and non-native English speakers (27% of respondents). Students most commonly watched a full lecture by themselves when studying with 60% watching a full lecture at least once a week. Non-native English speakers were more likely to watch specific parts of a lecture more frequently (H2 = 8.52, p = 0.014). Students with learning adjustments more often reported being unable to find a resource (H3 = 8.356, p = 0.039). There was no effect of students’ language, carer status or learning adjustment status on their self-reported likelihood to attend a lecture, likelihood to change note-taking behaviour or concentrate on a lecture if it was being recorded. Non-native English speakers were still more likely to worry about keeping up with a lecture, even when it was being recorded (H2 = 10.492, p = 0.005). In conclusion, lecture recording has different impacts on students from different backgrounds, and inclusive lecture recording education policies need to consider this impact.

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Section: Inclusive Learning With Lecture Recordingmentioning

confidence: 99%

First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey

MacKay

2020

Research in Learning Technology

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“…Still, the content in IDM was well received across generations, reflecting the appeal of MOOCs to lifelong learners already experienced in the dental profession and those interested in furthering their knowledge of the field. 7 In this way, IDM presented, on a larger scale, some of the same benefits of the Discover Dentistry course in the United Kingdom, a preparatory course in dentistry for those interested in pursuing careers in the field that also appealed across generations and backgrounds, including, as with IDM, to patients seeking to quell anxiety through increased understanding of treatment. 6 This also mirrors other courses in health sciences, which have also gained interest from patients motivated to learn about their treatment.…”

Section: Discussionmentioning

confidence: 99%

“…5 In addition, some learners use MOOCs as a way to explore or prepare for various careers and extend traditional study in these areas, translating into enrollments in university programs. 6,7 Since their introduction, the efficacy of and reaction to MOOCs has been studied. Through these investigations, online student satisfaction has been found to be comparable or superior to residential learning.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the videos often include formative assessments that test understanding and maintain student engagement. 7 Learners following these prescribed activities and actively engaging in the MOOC are more likely to complete the course and demonstrate better educational outcomes than those that participate more haphazardly. 2 Given their nature and structure, MOOCs exist outside of classical educational environments.…”

Section: Introductionmentioning

confidence: 99%

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Introduction to dental medicine: Analysis of a massive open online course in dentistry

Hangorsky

Sollecito

et al. 2020

Journal of Dental Education

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ObjectivesThis study aims to: (1) assess learner demographics of Introduction to Dental Medicine (IDM), an early Massive Open Online Course (MOOC) developed for the Coursera platform and (2) analyze course enrollment to determine worldwide interest in accessible, high‐quality dental education.MethodsThe authors review the development and organization of IDM and present learner statistics to critically evaluate learner traits and course engagement for IDM.ResultsIDM has been available since June 15, 2015, and as of March 1, 2020, gained 90,374 visitors, of whom 16,739 have enrolled and demonstrate continued monthly and daily engagement. Learners represent all age groups and genders and include participants of all educational and employment backgrounds, reflecting broad interest in dental knowledge. They originate from 6 continents with the largest percentages of learners from countries including the United States, Egypt, India, and the United Kingdom. IDM learners have provided positive feedback, rating the course 4.8/5 stars and often providing individual accounts of the benefit of their experiences.ConclusionsIDM presented an opportunity to learn general dental concepts. The course served to increase familiarity in the field for all learners, including health professionals, patients, and anyone with an interest in the subject. It also served as preparation for or to expand education in dental, medical, and allied health professions. High learner engagement with wide global distribution demonstrated interest in dental education worldwide.

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“…There are thousands of MOOCs from hundreds of universities worldwide, including universities of China. These courses are made accessible online, which are bene cial to learn and use for students [17]. These online resources bene t the participants to facilitate their learning.…”

Section: Analysis Of Questionnaire Of Pc and Npc Groupsmentioning

confidence: 99%

Effectiveness of a Prerequisite Histological Course for Eight-year Programme Students in China: A Randomized Controlled Study

Ruan

Zhang

Cai

et al. 2021

Preprint

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Background: Due to their lack of basic medical knowledge and learning strategies different from that of high school, it is more difficult for students of 8-year medical programme to adapt to study in the initial stage of basic medicine. This study was to determine whether a prerequisite course can provide an opportunity to adjust learning strategies and improve basic medicine learning performance in order to adapt to study in medical college earlier for achieving the goals of 8-year programme. Methods: A prerequisite course of histology was conducted by a two-round modified Delphi study. 74 students of 8-year medical programmeme were subjected randomized to two groups: the prerequisite course group (PC group) and non-prerequisite course group (NPC group). The PC group take part in the prerequisite course by student-centred blended learning approach. The NPC group, taught by the same teachers, underwent requisite histology teaching activities directly with no prerequisite course. Examination of the prerequisite course and requisite histology course were carried out. Effect of the prerequisite course was evaluated by an empirical method using a questionnaire-based approach. Results: No significant difference was found in baseline admission characteristics between the two groups (P>0.05). Students' scores of the PC group were significantly higher than those of students of NPC group in both prerequisite course and requisite histology examinations (P < 0.05). The results of questionnaires showed that the PC students reported positive effects of the blended learning (P<0.05). Students were satisfied with the prerequisite course, which was beneficial for the adaptation in learning strategies, the uptake in medical knowledge and cultivation of scientific research ability (P<0.01). Furthermore, our prerequisite course is conducive to the study of subsequent courses, especially for pathology.Conclusion: Our prerequisite course for students of the long-term medical education model could effectively adapt their learning strategies, enhance their knowledge of basic medicine, and improve their scientific research capacity. These findings suggest that the prerequisite course is useful and should be incorporated into the initial stage of basic medicine in future medicine curriculum reform for Chinese students.

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Massive Open Online Courses: Current and Future Trends in Biomedical Sciences

Cited by 11 publications

References 16 publications

First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey

First year undergraduates make use of recordings to overcome the barriers to higher education: evidence from a survey

Introduction to dental medicine: Analysis of a massive open online course in dentistry

Effectiveness of a Prerequisite Histological Course for Eight-year Programme Students in China: A Randomized Controlled Study

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