MOOC Platforms: a Review and Comparison

Taqayuddin, Muhammad Ajmal Mohd; Anuar, Mohd Afzan Mohd; Shuib, Solehuddin; Mohamed, Zulkifli; Majeed, Anwar P. P. Abdul

doi:10.14419/ijet.v7i4.11.20690

Cited by 7 publications

(5 citation statements)

References 20 publications

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“…In addition, the adequacy of a responsive and adaptive design to different devices was discussed. Evidence brought by Salamah and Helmi [23], shows that platforms influence students' learning experience; they state that the best MOOC platforms are those that bring innovation to a learning environment.…”

Section: Resultsmentioning

confidence: 99%

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

et al. 2022

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This paper aims to present a conceptual framework for Massive Open Online Courses (MOOCs) design with regard to continuous teacher training, where a mixed methodology research approach was used. This methodology was structured in two consecutive phases: The first phase adopted a sequential exploratory strategy, where a scoping literature review approach was applied, and analysis content techniques were used to map and analyze the key dimensions in the design of MOOCs. The second phase was based on the concurrent triangulation strategy, where the quantitative data were extracted from 103 questionnaires and the qualitative data were obtained from two mini focus group interviews, which contributed to the development of the framework. Based on the data collected in phase 2, we proposed a framework which is structured in three main dimensions and ten subdimensions: (i) Resources—Human and Technological infrastructure; (ii) Design—Course overview, Target learners, Pedagogical approaches, Goals, Learning materials, content and activities and Assessment activities; and (iii) Organization and monitoring—Accreditation and Data monitoring and evaluation. This paper contributes to the actual state of the art in MOOCs design given the inexistence of frameworks for such courses in the specific case of continuous teacher training, and it shows the importance of accreditation recognition by the Portuguese entities.

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Section: Resultsmentioning

confidence: 99%

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

et al. 2022

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“…Another study conducted in Malaysia came to the conclusion that the 4.0 Industrial Revolution and the use of MOOC platforms for online learning were revolutionary (8). Almost all Malaysian universities have made the switch to online learning despite early reluctance, and several public universities intend to keep doing so.…”

Section: Discussionmentioning

confidence: 99%

“…Technology, like MOOCs from global institutions, offers a solution to continue training in such scenarios. (5)(6)(7)(8).…”

Section: Introductionmentioning

confidence: 99%

Strengthening Primary Health Care Through MOOCs (Massive Open Online Courses): A Cross-Sectional Study

GOKDEMIR,

BHATTACHARYA,

BAKOLA

et al. 2023

Konuralp Tıp Dergisi

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Objective: After the increased number of COVID-19-positive patients, a plateau phase and a decrease in the numbers were expected, followed by a second phase which could lead to an increased health system workload. The importance of training well-educated and qualified healthcare professionals (HPs) has been reconsidered. The rapid spread of the epidemic revealed the limitations of traditional method education. Massive online courses (MOOCs) were offered as a solution to keep the information up-to-date and accessible. The aim of our study was to evaluate the perceptions and experiences of healthcare professionals on strengthening the health system during the COVID-19 pandemic. Methods: In this descriptive cross-sectional multi-centered study, an online survey was applied to HPs between February-May 2021. There were 28 participating countries. Due to international participation, the survey was conducted in English. Results: There were 88 female and 87 male participants. Most of the participants were from Europe and Euroasia. Most of them reported their income as $501-$1500 US Dollars). The duration of job experience was between 5-15 years. 111 of them have completed a postdoctoral degree. Conclusion: According to the survey, all the groups reported as the effect of strengthening primary care by MOOC was positive.

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“…Massive Open Online Courses is a new phenomenon that is of great concern for university students, teachers, universities and institutions recently. However, this concept was emerged due to not only creating learning opportunities but improving the learning experience in 2008 (Gaebel, 2014;Gusti Salamah & Alayham Abbas Helmi, 2018;Shafiq, Wani, Mahajan, & Qadri, 2017). Stanford, Princeton and Pennsylvania universities have used this phenomenon with its today definition since 2011.…”

Section: Introductionmentioning

confidence: 99%

“…There are some reasons raised for MOOCs' acceptance in the literature, some of which are education cost, efficient use of existing resources (e.g. blending traditional classes with MOOCs), providing new learning opportunities for traditional students, reaching new learners' groups and possibility of developing oneself as well as enhancing discernibility (Gusti Salamah & Alayham Abbas Helmi, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Co-Authorship and Subject Areas Network in MOOCS’ Scientific Production in Web of Science

Asadzandi¹,

Mojtahedzadeh²,

Mohammadi³

et al. 2019

Turkish Online Journal of Distance Education

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Massive Open Online Courses (MOOCs) is a new phenomenon in online learning which are held by higher education institutions and universities. MOOCs is larger than normal classes and it is free as well. The present study aims to specify the authors' structure of co-authorship and the required indicators in analyzing co-authorship, co-authorship network of countries, organizations and subject areas in MOOCs. All productions regarding scientific areas of MOOCs were extracted from the Web of Science from the beginning till 2016. There are 2195 extracted documents that were saved as txt and isi formats. Co-authorship drawing networks were prepared by website software CiteSpace version 5.1.R8 SE and Gephi version 0.9.2. MOOCs co-authorship network is regarded as spare that means the number of ties is less than nodes. This indicates that authors in this area have fewer tendencies for scientific relations. European countries play the main role in this area and their co-authorship is considerable. Harvard University has considerable co-authorship in this domain. According to the results of this study, MOOCs' network suffers from the lack of collaboration.

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MOOC Platforms: a Review and Comparison

Cited by 7 publications

References 20 publications

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

MOOCs Design: A Conceptual Framework for Continuous Teacher Training in Portugal

Strengthening Primary Health Care Through MOOCs (Massive Open Online Courses): A Cross-Sectional Study

The Co-Authorship and Subject Areas Network in MOOCS’ Scientific Production in Web of Science

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