Perspectives on Curriculum Inclusive MOOCs for Engineering Education: Reflection &amp; Learning

Shrivastava, Aakarsh; Hasteer, Nitasha; Soni, Krishan

doi:10.1109/t4e.2019.00015

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…The ciMOOC model was introduced in a private Indian University by choosing a particular course from the National Program on Technology Enhanced Learning (NPTEL) in the Computer Science discipline [5]. A 4 credit course was selected from NPTEL in order to implement and evaluate the performance of ciMOOCs.…”

Section: Curriculum Inclusive Moocsmentioning

confidence: 99%

“…First, a pilot test was done to confirm the specifications of the instrument created. We emailed our survey to 262 students who choose ciMOOC [5]. We asked our respondents to provide us with their University"s enrollment number, their name and were further asked to answer our survey questions based on their experience of the ciMOOC.…”

Section: Instrument Designmentioning

confidence: 99%

“…This instrument was further used to understand in depth the perspective of the learners towards ciMOOCs. The response of only those learners was recorded who opted for ciMOOC during its implementation and completed the course at the university and also earned a certificate at the MOOC platform [5].…”

Section: Instrument Designmentioning

confidence: 99%

“…In consideration of the increasing popularity and effectiveness of the open online courses, a blended model was implemented in a private Indian University in a computer science discipline and the framework was termed as curriculum inclusive MOOC (ciMOOC) [5]. The course was run across a semester i.e.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Shrivastava¹,

Hasteer²,

Soni³

2021

IJIET

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Massive open online courses have been popular among learners when it comes to technology-enhanced learning. With the high potential to enhance and drastically improve the learning process of the learners, MOOCs can conveniently be considered to offer blended e-learning for regular and traditional methods of learning. Universities are considering the adoption of these MOOCs by implementing different models to merge these MOOCs into the traditional classroom and regular curriculums. Multiple methods have been identified by various Universities for blended MOOCs. One such model is Curriculum Inclusive MOOC (ciMOOC) which is a framework implemented by a private Indian University to provide flexibility to both University and its students. The paper highlights the intertwined effects of the ciMOOC and records the perception of learners towards such blended models. Comparative of the evaluation methodologies adopted by the University for Curriculum Inclusive Model and the one used by a MOOC platform has been outlined. By analyzing the performance of learners in ciMOOC, the study attempts to evaluate the effectiveness of a blended model. From the analysis, we infer that a blended model of this nature reduces contact hours and facilitates the learning process.

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Section: Curriculum Inclusive Moocsmentioning

confidence: 99%

Section: Instrument Designmentioning

confidence: 99%

Section: Instrument Designmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Shrivastava¹,

Hasteer²,

Soni³

2021

IJIET

Self Cite

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“…Platform-This is one of the main factors which learners look for while choosing a MOOC. The choice of platform is important as it affects the credibility of the course which would be more for a well-established platform and less for a new or less known platform (Shrivastava et al, 2019). B. Course/Certification Fee-This is a major criterion while deciding on a MOOC as a lot of learners are on a budget and a higher price could be the reason to not select a course.…”

mentioning

confidence: 99%

Facilitating Learner Centric Decision Making for Massive Open Online Courses

Kumar¹,

Bhardwaj²,

Hasteer³

et al. 2022

JEET

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: Learners opt for MOOCs as it provides multiple benefits and the most important being that these courses can be accessed anytime and from anywhere with internet access. Learners can study their desired course at their convenience of time and desired pace. But as there are multiple options for them, they may get confused about selecting a course. This study highlights the findings of implementing the Analytical Hierarchical Process (AHP), a Multiple Criteria Decision Making (MCDM) technique used to choose the best option in case of multiple alternatives. Attributes were selected from literature and a survey was administered to learners. Responses were analyzed and courses were ranked based on their scores. From the analysis, we interpret that usefulness of the course in the University Curriculum is the most preferred criteria while selecting the course. Keywords : MOOC, Multiple Criteria Decision Making, Analytical Hierarchical Process

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Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis

Turan,

Yilmaz

2024

J of Engineering Edu

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BackgroundMassive open online courses (MOOCs) have gained popularity as a form of distance education, highlighting the need for additional research. Various studies have systematically examined scholarly research on MOOCs. However, the reviewed academic publications on the use of MOOCs in engineering education are limited.Purpose/Hypothesis(es)This study aims to examine the implementation of MOOCs in engineering education using systematic review and bibliometric analysis methods.Design/MethodThis study examines 68 studies from the Web of Science database that fall within the scope of the systematic review and 257 studies for bibliometric analysis.ResultsSince 2018, there has been a growing number of studies exploring the uses of MOOCs in engineering education. The quantitative research method is the most preferred, while the mixed method is the least preferred. The study found that using MOOCs in engineering education resulted in positive student perceptions and satisfaction. However, the lack of interactivity between learners and instructors or among learners was the most frequently reported problem. Moreover, the bibliometric analysis indicates that reviewed studies extensively explore learners' engagement, interactions, and feedback processes. Recently, academic research focused on sentiment analysis, deep learning, educational technology, machine learning, and text mining.ConclusionsThere is a need for further investigation into utilizing MOOCs in engineering education. This study's evaluation of MOOCs' pros and cons yields essential insights for optimizing their use in engineering education. By leveraging the positive aspects outlined in the study, educators can enhance engineering students' satisfaction and participation in MOOCs. These findings offer a valuable resource for researchers exploring MOOC‐related topics in engineering education.

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Perspectives on Curriculum Inclusive MOOCs for Engineering Education: Reflection & Learning

Cited by 5 publications

References 16 publications

Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

Facilitating Learner Centric Decision Making for Massive Open Online Courses

Are MOOCs a new way of learning in engineering education in light of the literature? A systematic review and bibliometric analysis

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