Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world

Ruipérez‐Valiente, José A.; Halawa, Sherif; Slama, Rachel; Reich, Justin

doi:10.1016/j.compedu.2019.103776

Cited by 51 publications

(27 citation statements)

References 36 publications

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“…Hbaci et al (2020) found that Libyan educators believe that using technology is still a difficult task, and that schools need computers, internet access, training, and financial support to improve the teachers' technological competencies in teaching and learning. Libyan students may also be underrepresented in terms of their participation in global learning platforms: a recent study of Arab users of the MITx online learning platform found that only 111 per million Libyans used the platform, compared to 1,552 per million in the United Arab Emirates and 383 per million in Egypt (Ruipérez-Valiente et al, 2020).…”

Section: Libyamentioning

confidence: 99%

The Hidden Shadow of Coronavirus on Education in Developing Countries

Khlaif

Salha

Fareed³

et al. 2021

OLJ

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The aim of this paper is to investigate the challenges associated with emergency remote teaching in the developing countries of Palestine, Libya, and Afghanistan, as reported by middle-school students, their parents, and teachers. These countries have been struggling with an unstable and violent situation for decades. Semi-structured interviews were conducted with 60 participants from the three countries and 60 online classes were observed. Findings revealed that COVID-19 widened the digital gap among students and families, which created challenges in terms of online class attendance. In addition, violation of students’ and parents’ digital privacy emerged as another key challenge to emergency remote teaching. However, teacher presence and timely feedback in synchronous online sessions strengthened students’ engagement within the emergency remote teaching environment. Overall, emergency remote teaching during the COVID-19 crisis deepened inequities across students and infringed upon the digital ethics of students, teachers, and parents.

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Section: Libyamentioning

confidence: 99%

The Hidden Shadow of Coronavirus on Education in Developing Countries

Khlaif

Salha

Fareed³

et al. 2021

OLJ

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“…MOOCs are a modern and effective way of large-scale learning which give every learner who registers free access to high-quality information (Yu et al, 2017). The courses are hosted online and typically provided by partnerships between universities and global e-learning providers such as FutureLearn© (Ruipérez-Valiente et al, 2020;Stevens et al, 2019). Despite the fact that MOOCs have been criticised for their inability to capture the learner's full attention (Xiao & Wang, 2017) or for their business models (Karsenti, 2013), they are appreciated for their interactive elements, like quizzes, or discussions between learners and mentors (Karsenti, 2013).…”

Section: Increasing Food Labelling Awareness Through a Massive Open Online Course (Mooc)mentioning

confidence: 99%

Increasing food labelling awareness through a massive open online course (MOOC)

et al. 2021

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To choose a balanced diet, consumers need to understand what is in the food they buy. However, studies indicate that food labels may be misunderstood or not used. Understanding food labels, a massive open online course (MOOC), using concise, factual and engaging information, aimed to increase consumers' awareness around food labelling information. Course engagement and participation were assessed by the end of course feedback, learning metrics and course completion rates. A pre-and post-course survey was integrated into the MOOC to assess changes in food label use frequency and understanding. Furthermore, use and understanding of nutrition labels were explored by text analysis of one of the discussion forums. The initial course run attracted 2046 Joiners, of whom 65% (1320/2046) became Learners, 44% (905/2046) became Active Learners (those who marked at least one step as complete in a course) and 31% (281/905) of Active Learners completed at least 90% of course steps.The number of learners who fully completed the course was 281 of 1320 (21%).Those who completed the MOOC reported reading food labels more frequently at food purchasing (p < 0.05), specifically reading the nutrition information more regularly (p < 0.05) and reading labels more frequently when preparing food at home than before the MOOC. In addition, after completing the course, learners reported that they found food labels easier to understand (p < 0.05) than before undertaking the course. Increasing consumer awareness, understanding and trust of food labelling could help consumers in their ability to make informed and healthier food choices.

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“…For instructors, learning portfolios can help identify the blind spots in their instruction, while for learners, comprehensive and detailed documentation of each step in the learning process provides an opportunity for reflection (Kim, 2020). Learning portfolios can be used, for example, to assess software operating skills (Su & Lin, 2015), investigate the differences in learner behavior and preferences by employing multi-platform learning analytics (Ruipérez-Valiente et al, 2020), or personalize learning with adaptive scaffolding (Su, 2020). In this study, the users' learning and operational portfolios were analyzed to identify their learning problems to facilitate self-learning.…”

Section: Learning Portfolio Analysismentioning

confidence: 99%

A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing

Su¹,

Yang²,

Weng³

et al. 2021

Comunicar: Media Education Research Journal

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The number of new COVID-19 cases continues to rise rapidly in many countries despite vaccination. The best way to counter the spread of COVID-19 is self-protection. This study documents the development of a web-based serious game (WSG-COVID-19.SP) to promote effective learning strategies for self-protection against COVID-19 and to test the game’s content validity and usability. WSG-COVID-19.SP was developed using situated learning theory and diagnostic feedback mechanism. The game includes six situation storylines with 17 learning objectives. It uses a problem-solving approach to foster practices such as wearing masks, washing hands, and social distancing. Portfolio analysis was used to diagnose learning problems and report on the learning process. An overall summary index—the scale-level content validity index (S-CVI)—was used to evaluate content validity. Usability was tested through a website survey from 71 students from one university to gauge their technological acceptance and the game’s capability to promote future self-protection behaviors. The S-CVI was 0.81. Usability and acceptability were neither related to the users’ college major (whether it is information technology-related) nor to gender. Among the respondents, 84.5% agreed to continue with the self-protection practice as they were motivated by the real-time diagnostic function. The WSG-COVID-19.SP game system has adequate content validity and a high user satisfaction rating. Los casos de COVID-19 siguen aumentando rápidamente en muchos países a pesar de la vacunación. La mejor forma de combatirlo es la protección personal. En este estudio desarrollamos un juego serio de la web (WSG-COVID-19.SP) para promover las estrategias de aprendizaje para protegerse contra el COVID-19. También probamos la validez y usabilidad del sistema. WSG-COVID-19.SP fue desarrollado de acuerdo a la teoría situada de aprendizaje y retroalimentación diagnóstica. Contiene seis historias con 17 objetivos de aprendizaje. Se usa un enfoque de resolución de problemas para promover el uso de mascarillas, lavado de manos y distanciamiento social. Se usó el análisis de portafolio para identificar los problemas y el proceso de aprendizaje. El índice global de validez de contenido de la escala (S-CVI) fue utilizado para evaluar su eficacia. La usabilidad fue probada mediante una encuesta de web de 71 estudiantes de una universidad para evaluar su aceptación tecnológica y la capacidad del juego para promover la protección personal. El S-CVI era 0,81. La usabilidad y aceptabilidad no correspondían con la especialización del usuario (ya sea que esté relacionada con la tecnología de la información) ni con el género. Un 84,5% de los usuarios quería continuar la práctica porque estaban motivados por los resultados diagnósticos. WSG-COVID-19.SP exhibe un contenido válido y una alta satisfacción del usuario.

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Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world

Cited by 51 publications

References 36 publications

The Hidden Shadow of Coronavirus on Education in Developing Countries

The Hidden Shadow of Coronavirus on Education in Developing Countries

Increasing food labelling awareness through a massive open online course (MOOC)

A web-based serious game about self-protection for COVID-19 prevention: Development and usability testing

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