Résultats de recherche pour « MOOCs »

With the largest population of the world and one of the highest enrolments in higher education, India needs efficient and effective means to educate its learners. India started focusing on open and digital education in 1980's and its efforts were escalated in 2009 through the NMEICT program of the Government of India. A study by the Government and FICCI in 2014 noted that India cannot meet its educational needs just by capacity building in brick and mortar institutions. It was decided that ongoing MOOCs projects under the umbrella of NMEICT will be further strengthened over its second (2017-21) and third (2021-26) phases. NMEICT now steers NPTEL or SWAYAM (India's MOOCs) and several digital learning projects including Virtual Labs, e-Yantra, Spoken Tutorial, FOSSEE, and National Digital Library on India - the largest digital education library in the world. Further, India embraced its new National Education Policy in 2020 to strongly foster online education. In this chapter, we take a deep look into the evolution of MOOCs in India, its innovations, its current status and impact, and the roadmap for the next decade to address its challenges and grow. AI-powered MOOCs is an emerging opportunity for India to lead MOOCs worldwide.

Teaching digital manufacturing at scale using MOOCs has opened opportunities for IMT, a network of French graduate engineering schools, to work closely with a community of learners and educators in physical spaces called Fab Labs. By setting up a cohort of lifelong learning trainees taking the MOOC online and attending hands-on in-person workshops, IMT to experiment blended learning models and hybrid skills certification for project-based STEM courses.

Massive open online courses (MOOCs) are one of the most prominent trends in higher education in recent years. The term ‘MOOCs’ represents open access, global, free, video-based instructional content, videos, problem sets and forums released through an online platform to high volume participants aiming to take a course or to be educated. With time and place flexibility, MOOCs gathers scholars and ‘like-minded fellow learners around the globe’. Although it has a great prominence in its implementation, there is a lack of research studies and critical papers examining its current situation around the world. For this aim, beginning with the definition and a brief history of MOOCs, this paper examines it from various dimensions: pedagogical and technological implementations around the world and its research focus. Therefore, a literature review on MOOCs characteristics, timeline of its development and a blend of practical issues with the experiences of well-known MOOCs providers are presented.

Massive Open Online Courses (MOOCs) have gained tremendous popularity in the last few years. Thanks to MOOCs, millions of learners from all over the world have taken thousands of high-quality courses for free. Putting together an excellent MOOC ecosystem is a multidisciplinary endeavour that requires contributions from many different fields. Artificial intelligence (AI) and data mining (DM) are two such fields that have played a significant role in making MOOCs what they are today. By exploiting the vast amount of data generated by learners engaging in MOOCs, DM improves our understanding of the MOOC ecosystem and enables MOOC practitioners to deliver better courses. Similarly, AI, supported by DM, can greatly improve student experience and learning outcomes. In this survey paper, we first review the state-of-the-art artificial intelligence and data mining research applied to MOOCs, emphasising the use of AI and DM tools and techniques to improve student engagement, learning outcomes, and our understanding of the MOOC ecosystem. We then offer an overview of key trends and important research to carry out in the fields of AI and DM so that MOOCs can reach their full potential.

Predictive models of student success in Massive Open Online Courses (MOOCs) are a critical component of effective content personalization and adaptive interventions. In this article we review the state of the art in predictive models of student success in MOOCs and present a categorization of MOOC research according to the predictors (features), prediction (outcomes), and underlying theoretical model. We critically survey work across each category, providing data on the raw data source, feature engineering, statistical model, evaluation method, prediction architecture, and other aspects of these experiments. Such a review is particularly useful given the rapid expansion of predictive modeling research in MOOCs since the emergence of major MOOC platforms in 2012. This survey reveals several key methodological gaps, which include extensive filtering of experimental subpopulations, ineffective student model evaluation, and the use of experimental data which would be unavailable for real-world student success prediction and intervention, which is the ultimate goal of such models. Finally, we highlight opportunities for future research, which include temporal modeling, research bridging predictive and explanatory student models, work which contributes to learning theory, and evaluating long-term learner success in MOOCs.

The word E transformed everything is this world, as well as the whole globe itself. To a great extend this helps for eco friendly green world. In educational field, electronic medium has played a major role. It influenced and changed almost every component of it to electronic medium like e-book, online courses, etc. Throughout the world, leading universities are offering online courses voluntarily. Generally we refer to it as Massive Online Open Courses (MOOCs). There are many debates going on related to success and consequences of MOOCs. Many are highlighting that these courses are self-paced, economical, and provide quality training to all irrespective of geographical constraints. But many other academic people go against these points and keep listing many other disadvantages of MOOCs. This paper explores the basics of MOOCs at the initial section. 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. We have also collected the details about MOOCs implementation and usage within Oman educational society. Based on the collected information, we have evaluated and presented the findings about MOOCs impact in Oman higher education. We have felt that doing appropriate improvements in MOOCs may become an imperative medium in Oman educational institutions. The suggestions are listed in the discussion and recommendation section.