MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

Olivares, Silvia Lizett Olivares; Hernández, Ramón Ignacio Esperón; Corolla, Miriam Lizzeth Turrubiates; Álvarez, Juan Pablo Nigenda; Sánchez‐Mendiola, Melchor

doi:10.1007/s40670-020-01178-7

Cited by 27 publications

(29 citation statements)

References 12 publications

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“…As Olivares et al (2021) state, academic content is a priority of online courses; when easy-to-use technology is also part of the solution, the students' experiences are expected to be positive. This was the hypothesis of the university's design of the digital educational modality implemented in April 2020; its more than 30 years of experience in offering distance education was a key advantage when migrating all the undergraduate programs to the digital modality.…”

Section: Quantitative Findingsmentioning

confidence: 99%

“…In the light of these considerations, our research team decided to build an instrument that allows higher education institutions to deal with educational issues that arise in unfamiliar contexts and unforeseen circumstances. Olivares et al (2021) proposed to analyze six quality dimensions for Massive Online Open Courses (MOOCs). Their model was adapted and designed to assess the students' perception of the distance learning modality implemented due to SARS-CoV-2.…”

Section: Introductionmentioning

confidence: 99%

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Higher Education Students’ Experience in a Digital Educational Modality

Zubieta-Ramírez¹,

Ayala-Aguirre²,

Olivares-Olivares³

et al. 2021

International Conference on Education

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In 2020, universities worldwide migrated abruptly from face-to-face education to an emergency remote distance format to respond to the SARS-CoV-2 pandemic. The present study aimed to assess this type of learning experience from higher education students' perspectives. A mixed-method design was conducted with 796 students from six different disciplinary schools. The questionnaire included five constructs (Pedagogical, Collaboration, Learning Resources, Time Management, and Functional Features) with 17 quantitative items rated on a 1-5 Likert scale (Cronbach's Alpha = 0.955). Answers from two open questions were coded into two categories: Positive Experiences and Aspects to Improve. The highest constructs were Functional Features (3.60) and Time Management (3.15). The lowest score was Collaboration (2.77). Students appreciated the digital experience using Zoom and Canvas and their flexibility with time and space in their selfmanagement. They recommended improving the interactions among peers and teachers with shorter and more interactive synchronous sessions. Even though there was only one week to prepare for the change from face-to-face to emergency remote distance learning, the students successfully continued their education. An updated distance teaching method was improved and implemented after reviewing the results of the present study. Since August 2020, more than 50 thousand higher education students have been taught via this enhanced digital educational modality. Keywords: Educational Innovation, Higher Education, digital education, flexible education, Zoom, Canvas, SARS-CoV-2

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Section: Quantitative Findingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Higher Education Students’ Experience in a Digital Educational Modality

Zubieta-Ramírez¹,

Ayala-Aguirre²,

Olivares-Olivares³

et al. 2021

International Conference on Education

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show abstract

“…The use of MOOCs has increased due to the great opportunities they offer in the educational field [3]. MOOCs are increasingly used by health sciences and medical students [6]. This way of learning makes teaching easier, especially in the current COVID-19 crisis.…”

Section: Introductionmentioning

confidence: 99%

The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

Martín-Valero

Pastora-Bernal

Ortiz-Ortigosa

et al. 2021

IJERPH

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Massive open online courses (MOOCs) provide accessible and engaging information for Physical Therapy and Occupational Therapy students. The objective of this research was to determine the usefulness in improving academic performance and empathy in health sciences undergraduates, and to test a hypothetical model through structural equation analysis. This research was carried out using a descriptive and quasi-experimental design. It was conducted in a sample of 381 participants: 176 used a MOOC and 205 did not. The results of the Student’s t-test showed statistically significant differences in academic performance between the groups in favor of those students who had realized the MOOC. Participants carried out an evaluation rubric after taking MOOC. Statistically significant differences in empathy were also obtained between the pre (X = 62.06; SD = 4.41) and post (X = 73.77; SD = 9.93) tests. The hypothetical model tested via structural equation modeling was supported by the results. Motivation for the MOOC explained 50% of the variance. The MOOC (participation and realization) explained 58% of academic performance, 35% of cognitive empathy and 48% of affective empathy. The results suggest an association between higher realization and participation in a MOOC and higher levels of academic performance, and cognitive and affective empathy.

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“…Online courses were offered in Hong Kong University of Science and Technology, Peking University, Tsinghua University and the Chinese University of Hong Kong (Zhejiang Online, 2013). MOOC has been raising as a valid teaching approach to reach large populations (Olivares, Lizett, Ramon Ignacio Esperon, Miriam Lizzeth Turrubiates, Juan Pablo Nigenda, & Melchor, 2021).…”

Section: Introductionmentioning

confidence: 99%

A model of multiple factors influencing learner retention in MOOC during the COVID-19 pandemic

Yu¹

2021

Preprint

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This study aims to explore multiple factors influencing learner retention in Massive Open Online Courses (MOOC) during the COVID-19 pandemic. To address this, a research method is developed based on structural equation modeling analysis and 14 research hypotheses. The proposed research model and research hypotheses are empirically tested with 2131 international participants. According to the results, support is found for eleven of the fourteen research hypotheses. We confirmed 14 factors influencing learner retention (LR) in MOOC, i.e. Instructor to Learner Interaction, Instructor Support, Instructor Feedback, Learner to Learner Interaction, Course Content, Course Structure, Information Delivery, Perceived Effectiveness, Quality Resources, Flexibility and Scaffolding for Diversity, Technology, Focus of Subjects, Pre-Course Information, and Timing. The result is helpful and beneficial for designers and manufacturers of MOOC to improve the quality of the products and facilitate online or blended learning during this special time. It could also help students improve their learning experience. Future research could be conducted into influencing factors of LR in MOOC with interdisciplinary cooperation.

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MOOC Learning Assessment in Clinical Settings: Analysis from Quality Dimensions

Cited by 27 publications

References 12 publications

Higher Education Students’ Experience in a Digital Educational Modality

Higher Education Students’ Experience in a Digital Educational Modality

The Usefulness of a Massive Open Online Course about Postural and Technological Adaptations to Enhance Academic Performance and Empathy in Health Sciences Undergraduates

A model of multiple factors influencing learner retention in MOOC during the COVID-19 pandemic

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