Massive open online courses in Ukraine

Kukharenko, V. N.

doi:10.1109/idaacs.2013.6663027

Cited by 12 publications

(8 citation statements)

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“…Both systems provide remote access to educational material e training specialists [7], contributing to the formation of the student's individual academic trajectory, developing informative competencies, ability to independence, self-motivation, and having similar control and feedback means. Educational motivation to acquire knowledge, own career goals, developed informative competencies [8], the necessary technical equipment, Internet access are imperative in completing the courses.…”

Section: A Lms Vs Moocmentioning

confidence: 99%

Ukrainian MOOC: Quantitative and Thematic Analysis of Online Courses

Шаров¹,

Zemlianskyi²,

Sharova³

et al. 2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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The article is devoted to the quantitative analysis of the courses hosted on Ukrainian mass open online courses (MOOC) platforms. It has been found that MOOC, being an effective mechanism of lifelong learning, provides the development of general and professional competencies; it supports principles of openness and accessibility. We have analyzed the online courses located on such well-known Ukrainian online platforms as Prometheus, EdEra, and the Open University of Maidan. It has been found that Ukrainian online platforms started to provide their services not so long ago; they have been working since 2014. Most of the online courses (55.3% of their total number) can be found on the Prometheus platform. We have also analyzed the dynamics of online course development over the years on each Ukrainian online platform. The average number of advanced online courses on each platform and on all the platforms, in general, has been revealed. The years 2017 and 2019 turned out to be the most productive in the development of courses. The analysis of thematic areas of the developed online courses has been carried out; the identical sections available on each considered platform have been revealed. The largest number of courses is presented among such sections as Education/EIE (External Independent Evaluation) and Law, proving their relevance among users. The largest number of thematic areas is presented on the Prometheus platform. It has been found that Ukrainian MOOCs have a significant difference in the number of courses compared to a number of well-known foreign online platforms.

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Section: A Lms Vs Moocmentioning

confidence: 99%

Ukrainian MOOC: Quantitative and Thematic Analysis of Online Courses

Шаров¹,

Zemlianskyi²,

Sharova³

et al. 2021

Int. J. Adv. Sci. Eng. Inf. Technol.

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“…Kukharenko [50] recommended the method ADDIE (Analyzing, Designing, Developing, Implementing, Evaluating) to design a cMOOC. His recommendation was based on the accumulated experience on designing the cMOOC of his institute.…”

Section: ) Content Production A: Mooc Design and Elementsmentioning

confidence: 99%

Starting MOOCs in African University: The Experience of Cadi Ayyad University, Process, Review, Recommendations, and Prospects

et al. 2020

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The increasing number of enlistees claiming their right to enroll in the programs of African Universities and the limited number of Higher Education Institutions (HEIs) were the prime reasons of students overcrowding in classes. Massive Open Online Courses (MOOCs) showed a potential to help limiting the challenges of massification in open access HEIs. As the literature review of the MOOC situation in Africa is still nascent, we will qualitatively share the experience of Cadi Ayyad University in Marrakech, Morocco (UCA) in launching a MOOC for its learners as a case study. Created in 2013, this MOOC was entitled UC@MOOC and appeared to respond to the challenges of massification in open access HEIs and the language difficulties faced by students. We will also present an overview of this project, its achievements and the quantity of knowledge delivery it accomplished. This MOOC experience attracted learners from other countries. And we have found that a shortage of MOOCs in Africa drove learners from other African francophone countries to learn from UC@MOOC. Yet a low-cost MOOC with certain limitations such as the weak ICT infrastructure available to the African public will thrive if operated using a MOOC platform and boosted its financial means.

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“…We note that not only the academic personnel, but also students were selected as experts in foresight studies, that is, those entities that can be attributed to potential consumers of educational services within the distance learning. The possibility of university students participating as experts on the problems of functioning of the higher education system is noted by V. Babaev and V. Sadkovyj (Moroz et. al., 2018).…”

Section: Othermentioning

confidence: 99%

Distance Education in V.N. Karazin Kharkiv National University in 2030, Students’ View

Nalyvaiko

Adzhva

Sarhsian

2020

OEEEMU

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The article examines the prospects for the introduction of distance technologies in the educational process of higher educational institutions. The scientific works of leading scientists in the field of distance education were analyzed. The research is based on the use of the Delphi method. The theoretical foundations of the introduction of distance education in universities are considered. The main tendencies in the development of the educational sphere in the world and implementation of the elements of the remote education in it were studied. The special role of students as one of the main stakeholders in education is outlined. The main experts in this study are students as one of the main stakeholders in education. During the study, it became clear that the majority of students of Karazin University, namely 75% of them, are positive about the introduction of distance education. The article places the emphasis on defining the benefits and revealing the weaknesses of the distance form of education. It should be mentioned that some of the respondents believe that distance learning alienates people from society, adversely affects cultural development of a person, can lead to deterioration of communication skills, and reduce the level of social activity. However, the overwhelming majority is convinced that distance learning will in no way affect the socialization of people in society. In accordance with the results of the survey, a convenient study schedule was developed for students who combine work and study. A range of distance learning tools were reviewed in order to specify the most convenient ones as related to the principle of clarity when acquiring new knowledge. The main trends in the development of distance education at Karazin University in 2030 are highlighted.

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Massive open online courses in Ukraine

Cited by 12 publications

References 0 publications

Ukrainian MOOC: Quantitative and Thematic Analysis of Online Courses

Ukrainian MOOC: Quantitative and Thematic Analysis of Online Courses

Starting MOOCs in African University: The Experience of Cadi Ayyad University, Process, Review, Recommendations, and Prospects

Distance Education in V.N. Karazin Kharkiv National University in 2030, Students’ View

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