Turning MOOCS Around

Noteborn, Gwen; García, Georgia Earnest

doi:10.1016/b978-0-12-800649-8.00003-1

Cited by 7 publications

(4 citation statements)

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“…The complexity of competencies that must be mastered by students can increase the cognitive and emotional load for students, especially when they study with google or the internet (Kalyuga, 2009;O'Reilly, 2015;Noteborn & García, 2016;Huang, 2019). Inverted learning allows instructors to deliver more material to students (Mason et al, 2013) because the material is not be delivered in the classroom.…”

Section: The Effect Of Scaffolding On Procedural Cognitive Learning A...mentioning

confidence: 99%

“…Similar studies have found that the application of online learning and or blended learning, on the one hand, can reduce the cost of education, but on the other hand can cause emotional problems for students. Students who study online are more likely to experience feelings of anger, anxiety, and helplessness than traditional learning students (Noteborn & García, 2016).…”

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confidence: 99%

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The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement

Midun¹,

Bule²,

Rorimpandey

2020

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Some problems experienced by millennial students when they learn by online include learning control, learning disorientation, and cognitive load. This study aims to examine the effect of scaffolding use on assignment quality and procedural cognitive learning achievement in the implementation of inverted or flipped (IF) classroom strategies. This study involved students of the pre-service study program of Indonesian Catholic University of Ruteng. The total research subjects were 78 students. They were divided into experimental and control groups. The experimental group is assisted by scaffolding, while the control group without scaffolding. The study design used a pretest-posttest experimental control group design and data collection using questionnaires and tests. Data analysis using multivariate analysis (MANOVA). The results showed that the use of scaffolding increased the effectiveness of implementing IF classroom strategies on student assignment quality and procedural learning achievement. The implications of the research for future study and learning practices can be explained.

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Section: The Effect Of Scaffolding On Procedural Cognitive Learning A...mentioning

confidence: 99%

mentioning

confidence: 99%

The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement

Midun¹,

Bule²,

Rorimpandey

2020

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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“…Thereby, many universities have embraced technological aspects of MOOCs [1]. However, to produce quality and pertinent MOOCs, diverse backgrounds are involved such content developers, domain experts, instructional designers, pedagogues, graphic designers and programmers, etc.…”

Section: Introductionmentioning

confidence: 99%

“…The AHP is easy to implement, it is widely used within companies, and taught in many universities. This method allows to divide the most complex decision problems into hierarchical levels (the criteria of each level are interdependent), with a scale of values that 1 Saaty has defined values for comparison matrices of different sizes [7].…”

Section: Withmentioning

confidence: 99%

Toward the MOOC Capitalization Using Fuzzy Analytical Hierarchy Process

AFA¹

2017

IJEETDM

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The Massive Open Online Courses (MOOC) concept has apprehended the interest of all actors in higher education. MOOC platforms are considered as a crucial source of information for both learners and professors by offering hundreds of courses around the world. However, this technology has faced many challenges, particularly their low completion rates. The present paper proposes the architecture of a framework using Fuzzy Analytic Hierarchy Process algorithm (Fuzzy-AHP) to determine the triangular weight of the courses from the most widespread MOOCS in the literature. Weights of the courses are calculated by fuzzy numbers in line with the learning profile. The outcome of the proposed framework is to improve teaching effectiveness, facilitate learning among learners, encourage long life learning and maximize motivation as well as reducing the dropout rates.

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