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A study of learner's satisfaction from MOOCs through a mediation model

Parul Kumar, Neha Kumar
2020 Procedia Computer Science  
The objective of the present study has been to analyse the factors affecting the satisfaction of the learners from the MOOCs.  ...  The objective of the present study has been to analyse the factors affecting the satisfaction of the learners from the MOOCs.  ...  The final sample of the study consisted of respondents, who has completed the MOOCs and earned the certificate.  ... 
doi:10.1016/j.procs.2020.06.041 fatcat:hrcqgho4u5e27hrqnd3m6as2pm

How MOOC-Takers Estimate Learning Success: Retrospective Reflection of Perceived Benefits

Svetlana Sablina, Natalia Kapliy, Alexandr Trusevich, Sofia Kostikova
2018 International Review of Research in Open and Distance Learning  
Since MOOCs inception, only limited research has been carried out to address how learners perceive success in MOOCs after course completion.  ...  Narrative interviews were conducted with 30 Russian-speaking learners who completed at least one MOOC in full.  ...  Free or paid certificate for completing a course.  ... 
doi:10.19173/irrodl.v19i5.3768 fatcat:umeo25h4tjfolgathhf7xn2d6e

Reaching Out to the World Via Campus Wide Implementation of Moocs in Indian Education System

2019 International journal of recent technology and engineering  
In the last part, authors discuss about future prospects of MOOCs in India and how MOOCs can train the teachers and how teachers can effectively deliver the quality education.  ...  First part of paper, critically examine the education system and MOOCs in India. Next part of the paper throws light on campus wise implementation of MOOCs in India.  ...  RELEVANCE AND IMPLEMENTATION OF CAMPUS WIDE MOOCS IN INDIA One of the prime critiques of MOOCs is the low completion rate word wide.  ... 
doi:10.35940/ijrte.d9040.118419 fatcat:xhejqgr6qjf2jh5cubtmwwrfsm

Massive Open Online Courses (MOOCs) Dropout Rate in the World: A Protocol for Systematic Review and Meta-analysis

Manoosh Mehrabi, Ali Reza Safarpour, Abbas Keshtkar
2022 Interdisciplinary Journal of Virtual Learning in Medical Sciences  
The objective of this systematic review is to estimate the global rate of MOOCs dropout and factors affecting this frequency.  ...  Regardless of the subject taught and the university providing the course, the dropout rate of MOOCs is one of the most important challenges ahead.  ...  Sub Group Analysis The purpose of the subgroup analysis in this study is to determine if varying variables have an effect on the MOOCs dropout rate and in what context this occurs.  ... 
doi:10.30476/ijvlms.2022.94572.1138 doaj:81607f46181847818820aefa43900a68 fatcat:glezoa5opfbeff45czsrgixodu

RE-AIMing COVID-19 online learning for medical students: a massive open online course evaluation

Yusuf Yilmaz, Ozlem Sarikaya, Yesim Senol, Zeynep Baykan, Ozan Karaca, Nilufer Demiral Yilmaz, Levent Altintas, Arif Onan, İskender Sayek
2021 BMC Medical Education  
Here, a free Massive Open Online Course (MOOC) was developed as a COVID-19 resource for medical students working in these settings, and its effectiveness was evaluated.  ...  Methods The RE-AIM (reach, effectiveness, adoption, implementation, and maintenance) framework was utilized to evaluate the effectiveness of MOOC in teaching medical students about COVID-19.  ...  We are grateful to Ege University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentation for their support in editing and proofreading service of  ... 
doi:10.1186/s12909-021-02751-3 pmid:34039344 fatcat:mhh2bab3rvchviatr7vn4gxp2a

Massive Open Online Courses (MOOCs): Participant Activity, Demographics, and Satisfaction

Sara Shrader, Maryalice Wu, Dawn Owens-Nicholson, Kathleen Santa Ana
2016 Online Learning  
This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012—December 2013.  ...  Using the following guiding questions: "Who are MOOC participants, how do they participate, and were they able to get what they wanted out of the course?"  ...  Acknowledgements We would like to thank Deanna Raineri, Rashid Robinson, Jane Blanken-Webb, Jake Astin, and Julian Martinez-Moreno for their contributions in the conceptualization of this paper.  ... 
doi:10.24059/olj.v20i2.596 fatcat:n5dtfmvptrbyhmve7gqmcm43cu

Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats

Jeffrey P. Emanuel, Anne Lamb
2017 Online Learning  
During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses.  ...  In this article, we analyze and compare the online behavior of students and participants in the three groups that simultaneously participated in The Ancient Greek Hero via the edX platform.  ...  In both HeroesX distributions, a noticeable discontinuity exists at the certification cutoff of 50% (indicated by the vertical line).  ... 
doi:10.24059/olj.v21i2.845 fatcat:qtokdqlnizfqnk5mi3j5h3l65i

Open, Online, and Blended: Transactional Interactions with MOOC Content by Learners in Three Different Course Formats

Jeff Emanuel, Anne Lamb
2015 Social Science Research Network  
During the 2013-14 academic year, Harvard University piloted the use of Massive Open Online Courses (MOOCs) as tools for blended learning in select undergraduate and graduate residential and online courses  ...  In this article, we analyze and compare the online behavior of students and participants in three groups that simultaneously participated in The Ancient Greek Hero via the edX platform.  ...  In both HeroesX distributions, a noticeable discontinuity exists at the certification cutoff of 50% (indicated by the vertical line).  ... 
doi:10.2139/ssrn.2666657 fatcat:oa4wsfotgrdv5cmezjgjw4yszy

Social Impact of MOOC's in Oman Higher Education [article]

R.D. Balaji, Fatma Al-Mahri, Tarek Al-Fatnaasi
2015 arXiv   pre-print
Following section will deal with advantages and disadvantages of MOOCs in general.  ...  We the researchers collected the details about the awareness of MOOCs among teachers and students in a higher education institution in Oman.  ...  The failure rate of MOOC courses are around 40.323 percent. Free of Cost: The main objective of MOOC is to provide quality education at free of cost.  ... 
arXiv:1504.01861v1 fatcat:7gw5j6oepvbcbkryyia7us2siu

Design of a MOOC for teaching and research: the innovative experience of the MERGO project

Lucia Martiniello, Lucia Borrelli, Giusi Antonia Toto
2021 Workshop on Technology Enhanced Learning Environments for Blended Education  
This article sets out the characteristics and essential elements in the didactic design of a MOOC.  ...  The aim of the project is to associate online learning with experiential learning in the acquisition of sensory skills.  ...  Particular attention should be paid to the "duration" variable in the design of MOOCs as this seems to affect the possibility of completing the course.  ... 
dblp:conf/telexbe/MartinielloBT21 fatcat:y655t4v24na3rceulsssjarpc4

A Study of Effects of Open Ceremony on e-learning Account Sustainability

L.H. Kuo, H.J. Yang, L.M. Chen, C.-H. Liu, C.-C. Wang
2016 MATEC Web of Conferences  
There are two types of courses, one with open ceremony for learners in classroom and the other is not.  ...  It was found that after five years, the survival rate of ceremony group is 0.53 and non-ceremony group is 0.01.  ...  Most MOOCs are free but do not provide transferable credit to other institutions.  ... 
doi:10.1051/matecconf/20167103001 fatcat:o7c35r4ukzhmxdt44jjlgn4ike

Coursera's introductory human physiology course: Factors that characterize successful completion of a MOOC

Deborah Engle, Chris Mankoff, Jennifer Carbrey
2015 International Review of Research in Open and Distance Learning  
This study examines students in the Coursera MOOC, Introductory Human Physiology.  ...  We categorized students who completed the pre-course survey into groups based on the number of exams completed and corresponding course achievement level.  ...  Acknowledgements We would like to thank Emma Jakoi and Kim Manturuk for their critical reading of our manuscript.  ... 
doi:10.19173/irrodl.v16i2.2010 fatcat:zdez37rozvhl3oyoqh7z33ql3m

Massive open online courses (MOOCs) for continuing medical education – why and how?

Sajita Setia, Jam Chin Tay, Yook Chin Chia, Kannan Subramaniam
2019 Advances in Medical Education and Practice  
The delivery of CME should be able to encourage the health providers to accept new evidence-based practices, and discard or discontinue less effective care.  ...  However, continuing use of expensive yet least effective and inappropriate tools and techniques predominates for CME delivery.  ...  MOOCslimitations and solutions Limitations High number of dropouts and low completion rates High numbers of dropouts and low average completion rates in spite of free content can be attributed to characteristics  ... 
doi:10.2147/amep.s219104 pmid:31572042 pmcid:PMC6749982 fatcat:rg3qzbw7a5drxcraac6qugeciq

Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants' Perceptions

Anne H. Berman, Gabriele Biguet, Natalia Stathakarou, Beata Westin-Hägglöf, Kerstin Jeding, Cormac McGrath, Nabil Zary, Andrzej A. Kononowicz
2017 Academic Psychiatry  
Results In total, 19,236 participants enrolled in the MOOC, out of which 740 received the final certificate. The virtual patients were completed by 2317 and 1640 participants respectively.  ...  Objective The purpose of this article is to explore learners' perceptions of using virtual patients in a behavioral medicine Massive Open Online Course (MOOCs) and thereby describe innovative ways of disseminating  ...  In KIBEHMEDx, the percentage of MOOC participants obtaining a completion certificate was low at 3.8% of the original 19,000 enrollees.  ... 
doi:10.1007/s40596-017-0706-4 pmid:28390054 pmcid:PMC5617876 fatcat:soq52th3pvfjjosm6cpu6ntxsm

RESEARCH ANALYSIS ON MOOC COURSE DROPOUT AND RETENTION RATES

Marcela Gerogina GOMEZ-ZERMENO, Lorena ALEMAN DE LA GARZA
2016 The Turkish Online Journal of Distance Education  
It is recommended to take actions that will increase the knowledge in order to explain the MOOCs' desertion rates and to strengthen their structures to improve the retention and completion rates.  ...  The results show a 14% of student retention and an 11.7% of student completion, relative to the total number of participants, who had some common characteristics: having a graduate (master or doctorate  ...  The MOOC analyzed in this study had a rate of 11.7 % completion rate, which represents the number of students who delivered their respective assessments and answered throughout the course evaluations.  ... 
doi:10.17718/tojde.23429 fatcat:bxl63bahhzahrbynwa4nr3pqma
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