Education Commons^™

Exploring The Future Of Human Factors Education; Online Learning, Moocs, Next Generation Standards, And The Technological Skills We Need To Impart, Christina M. Frederick, Nathan Sonnenfeld, Heather C. Lum, Susuan Amato-Henderson, Thomas J. Smith, Kelly S. Steelman

Publications

The objective of this panel was to examine how the future of human factors education is changing given the influx of technology, a push for online learning, and adapting to the changing market. The panel will begin by Heather Lum briefly giving an overview and the precipice for this discussion panel. The panelists then provided their views and experiences regarding this topic. Kelly Steelman will discuss the potential for MOOCs and other online formats to create faster and more flexible postgraduate programs. Christina Frederick will discuss her perspectives on the technological skills we should be equipping our human factors graduates …

Understanding User Perceptive And Satisfaction Level Towards Moocs: A Comparative Analysis Of Swayam And Coursera, Sarita Gulati, Ritu Sharma, Amanpreet Kaur Research Scholar, Rupak Chakravarty

Library Philosophy and Practice (e-journal)

In distance education, e-learning platforms are providing exciting learning opportunities and enhanced learning experiences to teach massive learners of all age groups, race, and gender without any geographical barriers using MOOCs (Massive open online courses) such as SWAYAM and Coursera are to educate the learners of all age groups, race, gender without any geographical barriers. The present study aims to understand the users’ perspective and satisfaction level towards MOOCs, explore features of MOOCs, particularly to compare the SWAYAM and Coursera. In this contribution, we seek to answer several research questions on sentiment analysis related to SWAYAM and Coursera mobile apps. …

Embedding Metaliteracy In Learning Design To Advance Metacognitive Thinking: From Oer To Moocs, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

No abstract provided.

Flipping A Virtual Efl Public Speaking Class Integrated With Moocs During The Covid-19 Pandemic, Zhuo Li, Xiaodi Zhou

Bilingual and Literacy Studies Faculty Publications and Presentations

This case study explored Chinese undergraduate EFL students’ attitudes to and perceptions of an online English public speaking course, which employs a virtual flipped classroom model and MOOCs during the COVID-19 pandemic outbreak. Since all classes were moved online, a previously flipped public speaking course integrated with MOOCs was converted into a virtual flipped classroom. All 25 participants of the study were undergraduate students in the science, technology, engineering, and mathematics (STEM) field. Zoom, Blackboard, and QQ instant messenger were platforms utilized in instruction. There were weekly two-hour Zoom meetings with learning activities using MOOCs on Blackboard. The study collected …

Exploring The Relationship Between Clout And Cognitive Processing In Mooc Discussion Forums, Robert L. Moore, Cherng-Jyh Yen, F. Eamonn Powers

STEMPS Faculty Publications

The purpose of this study was to explore the relationship between clout and cognitive processing in massive open online course (MOOC) discussion forum posts. Cognitive processing, a category variable generated by the automated text analysis tool, Linguistic Inquiry Word Count (LIWC), is made up of six sub-scores (insight, causation, discrepancy, tentativeness, certainty and differentiation). Clout is a nontransparent summary variable in LIWC that can be used to understand the level of confidence conveyed in the text. Because clout is nontransparent, we do not know the algorithm used to calculate its value. To better understand this variable, this study examined cognitive …

Unstoppable Study With Moocs During Covid 19 Pandemic: A Study, Nilanjana Purkayastha Librarian A.K Chanda Law College,Silchar, Ph.D Research Scholar, Manoj Kumar Sinha Prof And Hod Department Of Library And Information Science

Library Philosophy and Practice (e-journal)

ABSTRACT

Online Learning technology, which is now a fundamental need of modern civilization, is also becoming an affordable, handy information provider and even a provider of professional courses and educational degrees instead of attending physical classes in the traditional institute of learning. Recently this opportunity is offered through MOOCs (Massive Open Online Course), especially in India. MOOCs are gaining popularity worldwide for their benefits and easy access, provided by the best universities worldwide, individually or collaboratively. Some popular MOOC platforms are namely FutureLearn, edx, Coursera, Udacity, etc., have already set their distinctive mark in the field of higher education and …

Metaliteracy As Pedagogical Framework For Learner-Centered Design In Three Mooc Platforms: Connectivist, Coursera And Canvas, Kelsey L. O'Brien, Michele Forte, Thomas P. Mackey, Trudi E. Jacobson

University Libraries Faculty Scholarship

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing of information literacy, metaliteracy envisions the learner as an active and metacognitive producer of digital information in online communities and social media environments (Mackey & Jacobson, 2011; 2014). This team of educators, which constitutes the core of the Metaliteracy Learning Collaborative, used metaliteracy as a …

Examining The Potential Of Massive Open Online Courses (Moocs) At Historically Black Colleges And Universities (Hbcus), Andrés Castro Samayoa, Thai-Huy Nguyen, Marybeth Gasman, Felicia Commodore, Ufuoma Abiola

Educational Foundations & Leadership Faculty Publications

This article reviews the extant literature on distance learning technologies and historically Black colleges and universities (HBCUs). In the context of increased attention to massive open online courses (MOOCs), this article argues that HBCUs’ challenges with respect to their technological infrastructure suggests that they may be better suited to serve as advocates for bridging the persistent digital divide in the nation rather than adopters of MOOCs as a new instructional platform. The authors offer some suggestions for further research to ensure that HBCUS leaders can address larger systemic issues affecting the quality of education on their campuses.

K-12 Moocs Must Address Equity, Norman Eng

Publications and Research

Massive open online courses, or MOOCs, the new wave of distance education offered by elite institutions like Harvard and MIT, are moving into high schools, and—contrary to what many think—that could be a problem.

Slow Edtech: Pedagogical Principles, Collaborative Explorations, And Persistent Challenges, Peter Taylor, Felicia Sullivan, Jeremy Szteiter

Working Papers in Critical, Creative and Reflective Practice

This article describes two “Slow EdTech” initiatives, using this label to denote a focus on learning and the development of capacities for learning along with a mindful approach to the uptake of new digital tools that become available. One initiative, dating from 2001, is a set of guidelines about specific situations and specific ways in which specific educational technologies are of significant pedagogical benefit. The other, dating from 2013, is online Collaborative Explorations (CEs) for moderate-sized open online collaborative learning. The tools and processes used in CEs for inquiry, dialogue, reflection, and collaboration are designed to be readily learned by …

The Merchants Of Moocs, James Grimmelmann

Cornell Law Faculty Publications

A loose network of educators, entrepreneurs, and investors are promoting Massive Open Online Courses as an innovation that will radicaly disrupt higher education. These Merchants of MOOCs see MOOCs' novel features -- star professors, flipped classrooms, economies of scale, unbundling, and openness -- as the key to dramatically improving higher education while reducing its cost.

But MOOCs are far from unprecedented. There is very little in them that has not been tried before, from 19th-century correspondence courses to Fathom, Columbia's $25 million dot-com boondoggle. Claims of disruption look rather different when this missing context is restored. This essay examines some …

A New Polemic: Libraries, Moocs, And The Pedagogical Landscape, Nora Almeida

Publications and Research

The Massive Open Online Course (MOOC) has emerged in the past few years as the poster child of the online higher education revolution. Lauded and derided, MOOCs (depending on who you ask) represent the democratization of education on a global scale, an overblown trend, or the beginning of the end of the traditional academic institution. MOOCs have gained so much critical traction because they have succeeded in unmooring educational exchanges and setting them adrift in the sea of the internet. Although the MOOC is a new and evolving platform, it has already upended facets of education in which librarians are …