College online courses are costly, result in high drop-out rate, report says Published By Times Herald Posted: 10/25/2013 01:03:32 AM PDT By Sarah Rohrs/Times-Herald staff writer Problems with MOOC research May 29, 2014 by jennymackness Like Frances Bell and Roy Williams, I too have listened to Stephen Downes’ recent presentation to a German audience in Tubingen, Germany. Thanks to Matthias Melcher for sharing the link. Digital Research Methodologies Redux Massive open online course Poster, entitled "MOOC, every letter is negotiable", exploring the meaning of the words "Massive Open Online Course" A massive open online course (MOOC /muːk/) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as filmed lectures, readings, and problem sets, many MOOCs provide interactive user forums to support community interactions among students, professors, and teaching assistants (TAs). MOOCs are a recent and widely researched development in distance education which were first introduced in 2006 and emerged as a popular mode of learning in 2012. Early MOOCs often emphasized open-access features, such as open licensing of content, structure and learning goals, to promote the reuse and remixing of resources.
Professor Leaves a MOOC in Mid-Course in Dispute Over Teaching - Wired Campus Students regularly drop out of massive open online courses before they come to term. For a professor to drop out is less common. But that is what happened on Saturday in “Microeconomics for Managers,” a MOOC offered by the University of California at Irvine through Coursera. Richard A. How to Develop a Sense of Presence in Online and F2F Courses with Social Media Social presence is a significant predictor of course retention and final grade in the college online environment. Two effective interventions are recommended: establishing integrated social and learning communities;… (Liu, Gomez & Len, 2009) Presence is considered a central concept in online learning. ‘Presence’ in the online course is understood as the ability of people “to project their personal characteristics into the community, thereby presenting themselves to other participants as ‘real people’”. (Garrison, Anderson, & Archer, 2000, p. 89).
What is the difference between a MOOC and the e-learning courses of the last years? In the last “ZML-Leseclub” Gudrun, Erika and I had a vivid discussion about MOOCs. As preparation of our meeting we have studied some articles of issue 33 of the eLearning Papers “MOOCs and beyond”. After a short overview of the articles of issue 33 we focussed on the article of Gùardia et al “MOOC Design Principles. A Pedagogical Approach from the Learner’s Perspective“. The authors did an exploratory study of blog posts written during the participation in MOOCs to identify main design elements of a MOOC. The result were 10 principles such as: learner empowerment, learning plan and clear orientations, collaborative learning, social networking, peer assistance, … My colleagues liked this list whereas I was not satisfied with it because I didn’t find a factor especially relevant for MOOCs.
Keeping MOOCs Open MOOCs — or Massive Open Online Courses — have been getting a lot of attention lately. Just in the last year or so, there’s been immense interest in the potential for large scale online learning, with significant investments being made in companies (Coursera, Udacity, Udemy), similar non-profit initiatives (edX) and learning management systems (Canvas, Blackboard). The renewed interest in MOOCs was ignited after last year’s Introduction to Artificial Intelligence course offered via Stanford University, when over 160,000 people signed up to take the free online course. The idea of large-scale, free online education has been around for quite some time.
Despite courtship Amherst decides to shy away from star MOOC provider After months of wooing and under close scrutiny, edX was rejected this week by Amherst College amid faculty concerns about the online course provider's business plans and impact on student learning. Amherst professors voted on Tuesday not to work with edX, a nonprofit venture started by Harvard University and the Massachusetts Institute of Technology to provide massive open online courses, or MOOCs. In interviews, professors cited a wide range of reasons for rejecting edX -- which currently works with only 12 elite partner colleges and universities -- starting with edX's incompatibility with Amherst’s mission and ending with, to some, the destruction of higher education as we know it. Amherst – an elite liberal arts college where seminars are the norm and professors pride themselves on spending an hour on each student’s paper – has been looking for companies with which it could experiment with online education. Some faculty wanted to expand Amherst’s repertoire and experiment online.
How to use Rubrics Rubrics are a way to assess work using criteria. The assessor sets up a series of statements that reflect the different levels of criteria fulfilment and then assesses the work using a rubric grid. From version 2.2 moodle supports rubric grading. This requires several steps, explained below. This guide uses Assignment for the rubric grading example. 1. MOOCs: emerging research - Distance Education - Volume 35, Issue 2 Few phenomena in recent memory have rocked the boat of higher education generally, and the field of distance education in particular, more than the advent of massive open online courses (MOOCs). Supporters of these online courses, which are aimed at unlimited participation and open access via the Web, hail it as a true, disruptive innovation (Christensen, 20136. Christensen, C. (2013). The innovator’s dilemma: When new technologies cause great firms to fail. Boston, MA: Harvard Business Review Press. View all references), as well as a means of democratizing access to education and as promising new insights on teaching and learning from analytics on tens of thousands to millions of students (e.g.