The quality of open online education: Towards a reference framework for MOOCs

Stracke, Christian M.; Kameas, Achilles; Vassiliadis, Bill; Sgouropoulou, Cleo; Teixeira, António; Pinto, Maria do Carmo Texeira; Vidal, Geneviève

doi:10.1109/educon.2017.7943080

Cited by 21 publications

(21 citation statements)

References 5 publications

(4 reference statements)

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“…6. The pedagogy and the objectives of virtual learning are bases for the design of didactics as a virtual teaching strategy to use peer interaction processes in online courses playing the role of e-Tutor during group activities (Sansone, Ligorio, & Buglass, 2018), or definition of didactic approaches integrated between contents -learning objectives -training profiles where during the development of the virtual course repetitive didactic cycles are applied to the actions of interaction, feedback, and assessment of virtual learning (Stracke & Tan, 2018). 7.…”

Section: Theoretical Foundation Of the Operational Indicators Of The mentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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The paper presents the conceptual framework and operational indicators of the Learning Management System in virtual spaces supported by ICT. The framework of the management system has three layers that are operational, management-operative, and management-decision. The conceptual foundation of the system is related to the Science of Education, the Science of Computing and the Science of Administration, and takes into account the representative model of the teaching-learning process of the student in virtual spaces supported by ICT. The dimensions, characteristics, variables, and indicators of the management system are assembled on the model in question. The indicators presented in the article correspond to 153 indicators of the operational layer. These were evaluated internationally with a confidence level of more than 90%. The operative indicators are contained in the dimensions of identification, academic, pedagogical-didactic, formative, of assessment of the virtual learning, and technological of the system of management of the virtual learning. The importance of the indicators presented ensures the success of the operational phase of the management system. Therefore, once the operation of the system is guaranteed, the success of the management-operative and management-decision layers of the system is assured. The correct fulfillment of the layers above guarantees the achievement of both the student's learning in the virtual course and the institution that offers virtual teaching through virtual learning platforms supported by ICT.

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Section: Theoretical Foundation Of the Operational Indicators Of The mentioning

confidence: 99%

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Capacho¹,

Jimeno²,

Salazar³

2019

Turkish Online Journal of Distance Education

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“…[35] promoted MOOCs as disruptive technology, and she proposed different strategies for enhancing the learner experience and quality of MOOCs. The success or failure of a MOOC depends on how specific quality criteria are met, which has also been confirmed by the latest MOOC research, including the findings from the Global MOOC Quality Survey [21,27,28]. Refs.…”

Section: Introductionmentioning

confidence: 64%

“…In order to understand whether MOOCs can actually represent a revolutionary innovation in the educational field, it is necessary to investigate how they have been conceived, developed, and implemented and to analyse their pedagogical quality, learning effects, and impact [22][23][24][25]. As a starting point, the quality of MOOCs is understood as multidimensional and not definable in one single phrase; it has to reflect the different views, needs, and interests of the learners and other stakeholders, with specific focus on the pedagogical aspects that are most relevant for the quality of MOOCs, as highlighted in the latest research [1,10,17,20,24,[26][27][28][29].…”

Section: Introductionmentioning

confidence: 99%

A Systematic Literature Review on the Quality of MOOCs

Stracke

Trisolini

2021

Sustainability

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This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined criteria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous improvements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs.

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“…The QRF is based on a mixed methods research methodology and included a Global MOOC Quality Survey (GMQS), literature review, interviews, and MOOQ presentations and workshops, at regional, European and international conferences involving more than 10,000 MOOC learners, designers, facilitators and providers. Initial findings suggest that a gap exists between MOOC designers' perspectives and learners' preferences on interactions (Stracke et al, 2018b;Stracke & Tan, 2018).…”

Section: The Quality Of Moocs and Oermentioning

confidence: 99%

Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs

Stracke

Downes²,

Conole

et al. 2019

Open Praxis

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Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.

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The quality of open online education: Towards a reference framework for MOOCs

Cited by 21 publications

References 5 publications

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

Operational Indicators of the Learning Management System in Virtual Spaces Supported by ICT

A Systematic Literature Review on the Quality of MOOCs

Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs

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