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Purpose: During the initial phase of the pandemic, healthcare professionals faced difficulties due to the limited availability of comprehensive learning resources on managing patients affected with coronavirus disease 2019 (COVID-19). The COVID-19 Skills Preparation Course (C19_SPACE) was tailored to meet the overwhelming demand for specialized training. The primary objective of this study was to assess the efficacy and impact of this program on enhancing clinical knowledge and to identify factors affecting this improvement. Methods: As part of the project, data were collected prospectively to measure the baseline knowledge. After the descriptive statistics, multiple and multivariate logistic regression models were executed to identify the factors associated with knowledge increase. Results: The final sample included 3140 medical doctors (MDs) and 3090 nurses (RNs). For the primary analysis, the mean value of the baseline knowledge test score of MDs was 62.41 (standard deviation, SD = 13.48), and it significantly (p < 0.001) increased to 84.65 (SD = 11.95). Factors influencing overall knowledge scores were female sex (AOR = 1.34 [1.04–1.73]), being a specialist qualified for intensive care medicine (adjusted odds ratio, AOR = 0.56, [0.33–0.96]), and performance on the pre-test (AOR = 0.91, [0.90–0.92]). As for the RNs, the mean value of the total knowledge score was 63.25 (SD = 13.53), which significantly (p < 0.001) increased to 81.51 (SD = 14.21). Factor associated with knowledge was performance on the pre-test (AOR = 0.92 [0.92–0.93]). Conclusions: C19_SPACE effectively increased the clinical knowledge of doctors and nurses. The effect was more pronounced in the program's target group of healthcare workers with less experience in the intensive care unit (ICU). Other factors associated with knowledge enhancement were sex and being a specialist in intensive care. [ABSTRACT FROM AUTHOR]

Objective: Family physicians (FPs) worldwide have rallied to minimize the indirect effects of the disease. FPs are always on the frontline, "first in- last out", and took the lead in fighting the virus-caused disease in the acute phase of the coronavirus disease-2019 (COVID-19) epidemic. They played a vital role in examining, informing, and monitoring patients in primary care health centers, as well as in centers set up specifically for COVID-19. However, due to poor knowledge of COVID-19, which changes rapidly, FPs had to update their practical and theoretical knowledge about this novel coronavirus on a daily. Massive open online courses (MOOCs) are courses that use an online application and can reach the entire world. In this study, we aimed to determine the opinions and suggestions of FPs in meeting their educational needs related to COVID-19 through MOOCs and to create solutions. Methods: The study was planned to be held with FPs who completed MOOCs training and completed the questionnaire. Due to international participation, the survey was conducted in English. Ethical approval was obtained from the Ethics Committee of İzmir University of Economics. Participation was entirely voluntary. Results: Our study revealed that as the age of FPs increases, their confidence in their ability to treat patients also increases. FPs showed a positive attitude toward MOOCs as sources of continuous medical education and group activity (p<0.005). For the qualitative part of the study, three themes were significant: "i) opinions about concerns about changes of primary care, ii) views and attitudes about the information need and access to information, iii) attitudes and beliefs about MOOCs". Conclusion: By completion of this course, FPs broadened their knowledge about COVID-19 management. This gave them capacity to save and improve the lives of countless patients infected by the novel coronavirus worldwide. Sharing their experiences with COVID-19 could be a way to cope with stress. [ABSTRACT FROM AUTHOR]

Quantum computing is an exciting field with high disruptive potential, but very difficult to access. For this reason, many approaches to teaching quantum computing are being developed worldwide. This always raises questions about the didactic concept, the content actually taught, and how to measure the success of the teaching concept. In 2022 and 2023, the authors taught a total of nine two-week MOOCs (massive open online courses) with different possible learning paths on the Hasso Plattner Institute's OpenHPI platform. The purpose of the platform is to make computer science education available to everyone free of charge. The nine quantum courses form a self-contained curriculum. A total of more than 17,000 course attendances have been taken by about 7400 natural persons, and the number is still rising. This paper presents the course concept and evaluates the anonymized data on the background of the participants, their behaviour in the courses, and their learning success. This paper is the first to analyze such a large dataset of MOOC-based quantum computing education. The summarized results are a heterogeneous personal background of the participants biased towards IT professionals, a majority following the didactic recommendations, and a high success rate, which is strongly correlatated with following the didactic recommendations. The amount of data from such a large group of quantum computing learners provides many avenues for further research in the field of quantum computing education. The analyses show that the MOOCs are a low-threshold concept for getting into quantum computing. It was very well received by the participants. The concept can serve as an entry point and guide for the design of quantum computing courses. [ABSTRACT FROM AUTHOR]

Predictive modelling in the education domain can be utilised to significantly improve teaching and learning experiences. Massive Open Online Courses (MOOCs) generate a large volume of data that can be exploited to predict and evaluate student performance based on various factors. This paper has two broad aims. Firstly, to develop and tune several Machine Learning (ML) models to perform classification tasks on the dataset to predict student performance, including Linear Regression, Logistic Regression, Random Forests, K-Nearest Neighbours, and more. Secondly, to evaluate the efficacy of these ML models and identify those which are best suited to this task. The categories of data utilised in achieving these aims include (i) demographic information, (ii) academic background, and (iii) interaction with MOOC course materials. The research procedure comprises five phases: data exploration to analyse the dataset, feature engineering which involves discerning the most important features and converting them into a format decipherable by the ML models, model building, model evaluation by measurement of accuracy, and subsequent comparative evaluation between the different models. The results achieved in this study are expected to have implications on how MOOC platforms utilise data to improve user experience. As indicated by the findings of this study, the data collected by these platforms may be used to predict performance with accuracy of over 77%; this extracted information can be exploited to enhance educational theory or practices in the context of MOOCs, for instance by implementing varying teaching methodologies or providing different types of resources based on predicted performance. [ABSTRACT FROM AUTHOR]

Online education has become an integral part of everyday life. As one form of online education, traditional Massive Open Online Courses mostly rely on video-based learning materials. To enhance accessibility and provide more variety of the learning content, we studied how podcasts can be integrated into online courses. Throughout three studies, we investigated the acceptance and impact of podcasts made available to learners on the online education platform openHPI. Throughout the studies we applied dierent methodologies, such as a Posttest-Only Control Group study, and a Static-Group Comparison. In the initial two studies, we identified that podcasts can serve as reasonable addition to MOOCs, enabling additional learning just as well as videos, and investigated the optimal podcast design for our learners. In one of our sixweek courses on cybersecurity with more than 1,500 learners, alongside the third study, we identified that consuming an additional podcast can increase learning outcomes by up to 7.9%. In this manuscript, we discuss the applied methodologies and provide reasoning behind design decisions concerning, e.g., the podcast structure or presentation to be taken as inspiration for other educators. [ABSTRACT FROM AUTHOR]

Background: Massive Open Online Courses (MOOCs) have had an increasing trend globally during the last two decades. They are emerging as flexible and complementary tools in open education. Nevertheless, their development demands substantial resources, and challenges persist in effectively involving faculty. This study aimed to explore the factors influencing MOOCs development based on e-learning experts’ perspectives within the Iranian universities of medical sciences.Methods: This qualitative research was conducted in 2022 using the content analysis method. Purposeful sampling was used to select experts authorized in e-learning within Iranian medical sciences universities with at least two years of experience. Sampling continued until data saturation (n: 15). Data was collected using a semi-structured interview administered through online written approaches. Thematic analysis techniques were applied, involving the identification of codes. The data was analyzed at the level of open coding (items), axial coding (components), and selective coding (concepts) in a round-trip process.Results: Thematic analysis resulted in 28 codes, 12 themes, and 4 categories. Influential factors on MOOCs development and engagement included: 1) structural factors (rules/regulations, clarity, structure); 2) human resources (empowerment, support, attitude, motivation); 3) cultural factors (symbols, unity); and 4) political factors (equity, participation, and negotiation, profit).Conclusion: The development of successful MOOCs programs encompasses various factors, including cultural, human resource, political, and structural elements to empower and actively engage faculty members in MOOCs. Restructuring may be required regarding the multivariable changes to consider open, online education as a part of innovative educational pathways in universities.

The main aim of the article was to examine Polish students' awareness about MOOCs. For this purpose, the following issues were examined: the percentage of students aware of the existence of free courses, the percentage of students who have used the courses, the most popular educational platforms among Polish students, the percentage of people who did not complete a course, and the reasons for failure. Students who had completed any MOOC were also asked about their experiences and the usefulness of the course. The study was conducted in October/November 2022 in the form of an online survey. The generated link to the survey was sent by e-mail to students of the Jagiellonian University, the College of Engineering and Health in Warsaw and the Gdańsk College of Health, with a request to complete. The results obtained may be surprising, especially after looking at the situation of MOOCs in other parts of the world. The knowledge about the availability of MOOC courses among Polish students is very low. Only 61 people of all respondents knew beforehand that MOOC learning was a possibility. The added value of the article is examination of the motivation of students to take a MOOC course, as well as the reasons for not completing the course or not participating in it. The conclusions of the survey may be useful for designers of MOOCs. They set out some good practices in remote education and ways to keep young people interested. [ABSTRACT FROM AUTHOR]

Background: Massive Open Online Courses (MOOCs) have had an increasing trend globally during the last two decades. They are emerging as flexible and complementary tools in open education. Nevertheless, their development demands substantial resources, and challenges persist in effectively involving faculty. This study aimed to explore the factors influencing MOOCs development based on e-learning experts' perspectives within the Iranian universities of medical sciences. Methods: This qualitative research was conducted in 2022 using the content analysis method. Purposeful sampling was used to select experts authorized in e-learning within Iranian medical sciences universities with at least two years of experience. Sampling continued until data saturation (n: 15). Data was collected using a semi-structured interview administered through online written approaches. Thematic analysis techniques were applied, involving the identification of codes. The data was analyzed at the level of open coding (items), axial coding (components), and selective coding (concepts) in a round-trip process. Results: Thematic analysis resulted in 28 codes, 12 themes, and 4 categories. Influential factors on MOOCs development and engagement included: 1) structural factors (rules/regulations, clarity, structure); 2) human resources (empowerment, support, attitude, motivation); 3) cultural factors (symbols, unity); and 4) political factors (equity, participation, and negotiation, profit). Conclusion: The development of successful MOOCs programs encompasses various factors, including cultural, human resource, political, and structural elements to empower and actively engage faculty members in MOOCs. Restructuring may be required regarding the multivariable changes to consider open, online education as a part of innovative educational pathways in universities. [ABSTRACT FROM AUTHOR]

Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education. [ABSTRACT FROM AUTHOR]

Identifying online users' contexts can help researchers understand their needs. However, the validity of different methods for identifying the location of online users has been underexplored. This paper proposes using multiple methods and examining their impact on different research questions to determine their validity. It then demonstrates this approach using data from six Massive Open Online Courses (MOOCs) by examining whether different methods produce different results regarding the relationship between SES and participation and engagement in MOOCs. We found that the choice of method impacted the estimated SES of the sample; IP geolocation placed participants in lower SES districts in comparison with their self-reported districts. Using all geolocation methods, we found that our MOOCs' learners tended to be located in high-SES districts, but the results were inconclusive regarding the relationship between SES and course engagement. Based on this case study, we suggest that using multiple methods produces more robust findings. However, when methods diverge in findings, researchers should consider which method is most suitable for their specific purposes. [ABSTRACT FROM AUTHOR]

Currently, Virtual Reality (VR) technology is gaining popularity across various fields, proving to optimize the workflow of numerous tasks. Its native-level application succeeds in immersing users within a virtual environment, primed for the task at hand. A term often associated with the VR domain is "immersion." Immersion is defined [1] as a deep personal involvement that induces a lack of awareness of time and the real world. The virtual displays and the quality of the immersive experience are key factors in enhancing user experience. This paper explores various methods of implementing VR technology in educational programs with the aim of proposing a methodology for creating a multi-user teaching/learning system based on VR technology. Utilizing modern equipment, VR-based teaching systems have the potential to become tools geared towards collaboration, multimedia resource engagement, personal development, Massive Open Online Courses (MOOCs), Role-Playing Games (RPGs), and social media, thanks to simulations and other adjacent technologies. Using virtual reality in the classroom allows students and teachers to work together. The analysis will also take into account the long-term retention of learned material as well as the scalability and sustainability of VR solutions in education. Furthermore, the impact of VR on student motivation and engagement in learning will be examined. Taking these factors into account, the analysis aims to provide a comprehensive understanding of the potential and limitations of VR, as well as traditional classroom instruction, identifying the most effective educational approach that leverages the strengths of both methods. [ABSTRACT FROM AUTHOR]

The article is devoted to the problem of studying the professional development of teachers of science and mathematics education and technology in the conditions of martial law. The purpose of the article is to characterize open educational platforms for the professional development of teachers of science and mathematics education and technology. These platforms include: the social project «Coaching for Ukraine» created by the AcademyOcean team, which operates with the support of the state; training courses for teachers on the Prometheus+ platform; professional development courses on the Iteacher platform; the Ukrainian educational online portal for teachers «Na urok»; the educational project «Vseosvita»; and the online education studio Educational Era (EdEra). The experience of the Institute of Postgraduate Education of Borys Grinchenko Kyiv University, where instructors have developed and implemented original training courses for teachers with different levels of digital competence, is highlighted. It is emphasized that the professional development of teachers with the active use of open educational platforms takes place in accordance with the principles of open education. It has been found that the content of the in-service training of teachers of science and mathematics education and technology in the context of the use of digital tools in the educational process contributes to the renewal of the organization of the educational environment of a general secondary education institution in a remote mode, highlights the features of the learning process organization of students in synchronous and asynchronous modes. It has been proven that the use of digital tools by a teacher is closely related to his digital competence, which needs attention from the professional development system.

Background & Objective: With the affluence of use and better accessibility, Massive Open Online Courses (MOOCs) have become essential in imparting education in the ongoing COVID scenario. The study aims to compare the effect of MOOCs versus face-to-face classrooms on medical students’ learning outcomes in anatomy exams at the end of the first year of a medical course. Materials & Methods: The cross-sectional study included 300 first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students in two batches (150 each). The first group underwent a one-year MOOCs group, and the second group experienced a one-year face-to-face classroom. The training program and study materials for the anatomy curriculum were kept the same for both groups by the standard National Medical Council curriculum of India. The assessment was standardized and based on summative University examinations. Results: The mean score in the university theoretical exam was significantly higher in the MOOCs group as compared to the classroom learning group (66.68 ± 6.61 vs 63.52 ± 7.97, P-value: 0.001), whereas the mean scores in the practical examination were significantly higher in classroom learning group as compared to MOOCs group (78.71 ± 6.28 vs. 74.19 ± 7.45, P-value: 0.001). The MOOCs group shows better learning in the cognitive domain. Conclusion: The classroom learning groups performed better in the practical examination, which assesses the psychomotor and affective domain of learning. Hence, a blended T/L method involving both classroom and online methods is recommended as India’s preferred approach to imparting medical education.

Learners' success in Massive Open Online Courses (MOOCs) and the factors influencing it have previously been examined mainly upon completion of the course. This approach does not reveal whether learners are fulfilling their initial intentions regarding MOOCs and which factors affect it and thus the individual success of the learners. This quantitative study using decision tree analysis with the CHAID growing method was conducted. The dependent variable was learners' success, and it was measured as a difference between learners' intentions and their actual course performance. Aspects of learners' background, engagement and motivations were used as independent variables to determine which of these affect learners' success in computer programming MOOC. Data was collected from learning platform and with voluntary questionnaire. The results showed that over two-thirds of the learners in this study were successful. Success was influenced by learners' prior education, use of the referred external materials, prior experience with programming and online courses, and only one motivational factor – Usefulness related to certification. Prior education had the strongest impact. The results indicate that learners' success is affected by previous learning experiences. It is suggested to complement learning materials with links to external materials and develop a range of support mechanisms for learners to choose from. This study expands previous research on learners' success, basing the measurement of success on learners' intentions. This knowledge can be useful for MOOC organisers who can re-evaluate the resources used on the courses. [ABSTRACT FROM AUTHOR]

Language MOOCs (L-MOOCs) are the MOOCs (Massive Open Online Courses) that focus on language learning. They may often present several problems in their design and development, such as their feasibility to improve students' linguistic levels or in their materials' adequacy and variety. Many of these courses have subsequently become Open Educational Resources (OERs), and their activities can be implemented in different learning situations. Our paper discusses the evaluation of the integration of the L-MOOC titled "Learn academic Spanish" (Aprende español académico) into existing curricula and the validation process carried out to evaluate its validity for the purpose of learning languages. The L-MOOC was developed within the MOOC2move project between 2018–2021 and was designed by the Open University, with the collaboration of the Spanish universities of León and Alicante. The evaluation and validation were carried out in October 2020. In an exceptional hybrid teaching situation, due to the COVID-19 pandemic, the L-MOOC was taken by 345 students from the Faculty of Education of the University of Alicante. The validation of the course consisted of taking the L-MOOC, participating in the forums on the MOOC and completing the questionnaires to improve the materials. In our study, a quantitative analysis was carried out through two questionnaires provided to the students before and after implementing this L-MOOC. The results obtained underlined the effectiveness of this L-MOOC. This course and the materials provided allowed the use of OERs to practice academic Spanish and improve communicative competence of its users. [ABSTRACT FROM AUTHOR]

The abrupt transition to distance learning during the outbreak of the COVID-19 pandemic triggered an urgent need for online resources at higher education institutes (HIEs). Creating analogues of traditional full-time courses demanded for competencies and time resources. In this case ready-made massive open online courses (MOOCs) were supposed to be the most obvious and fastest solution for HIEs. However, analytics demonstrated that educational institutions did not consider MOOC a promising option. This contradiction served as an incentive to conduct this research, which includes the analysis of both non-reactive (MOOCs platform analytics) and reactive (online survey and interviews with instructors) data. Based on our research, we can conclude that the reasons for not integrating MOOCs at Russian HIEs during the COVID-19 pandemic are the following: the peculiarities of MOOCs format, low motivation of instructors, administrative risks, and the uncertainty of HIEs’ and national policies on MOOCs integration. This article will be useful for those who determine educational policy in Russia, university administrators, methodologists responsible for the development of digital educational technologies in HIEs, as well as researchers of higher education.

Los Massive Open Online Courses (en adelante MOOC) son un elemento esencial para entender la transformación digital, ubicua y segmentada de los procesos de aprendizaje en la última década. El presente artículo tiene como objetivo analizar esta cuestión a través de una Revisión Sistemática de Literatura (RSL) que profundice en las investigaciones científicas cuyo foco principal sean los procesos de enseñanza-aprendizaje y el desarrollo de competencias educativas en los MOOC. Para desarrollar este trabajo partimos de los criterios y recomendaciones del protocolo PRISMA (2020) y la búsqueda mediante palabras claves en las bases de datos de SCOPUS y WOS en el periodo que va de 2010 a 2021. Las combinaciones de búsqueda se han realizado con los operadores booleanos y el cribado mediante los criterios de selección: 1) Etapa Educativa (Educación Primaria, Secundaria y Superior), 2) Destinatarios (Docentes, Estudiantes, Directivos), 3) Tipo de Estudios (Estudios Cuantitativos, Cualitativos y Mixtos) y 4) Tipos de Competencias Desarrolladas (Digitales, Didácticas, Pedagógicas y Curriculares). Todos estos criterios nos llevan a una muestra inicial de 1.766 artículos científicos que, finalmente, tras el proceso de depuración se redujo a 43 publicaciones científicas. Los resultados de la investigación señalan la importancia de personalizar y flexibilizar los entornos de aprendizaje en los MOOC orientados al desarrollo de competencias educativas para mitigar problemas como el abandono o la falta de motivación. /// Massive Open Online Courses (MOOC) are an essential element to understand the digital, ubiquitous and segmented transformation of learning processes in the last decade. This article aims to analyse this issue through a Systematic Literature Review (SLR) that delves into scientific research whose main focus is the teaching-learning processes and the development of educational competences in MOOCs. To develop this work, we started from the criteria and recommendations of the PRISMA protocol (2020) and the search using keywords in the SCOPUS and WOS databases in the period from 2010 to 2021. The search combinations have been carried out using Boolean operators and screening using the following selection criteria: 1) Educational Stage (Primary, Secondary and Higher Education), 2) Target audience (Teachers, Students, Managers), 3) Type of Studies (Quantitative, Qualitative and Mixed Studies) and 4) Types of Competences Developed (Digital, Didactic, Pedagogical and Curricular). All these criteria lead us to an initial sample of 1,766 scientific articles that, finally, after the filtering process was reduced to 43 scientific publications. The results of the research point to the importance of personalising and making learning environments more flexible in MOOCs oriented towards the development of educational competences in order to mitigate problems such as dropout or lack of motivation.

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

MOOCs (massive open online courses) have attracted a great deal of research and attention; however, few studies have focused on the factors that influence MOOC teacher effectiveness, which is the key to the development of MOOCs. Based on the perspective of professional capital and social exchange theory, this paper aims to study the factors that influence MOOC teacher effectiveness. First, the research hypotheses are proposed from the teacher's perspective to build the research model based on factors affecting MOOC teacher effectiveness. Second, the iCourse platform is selected as the research object because it has the largest number of active users in China. As of March 1, 2019, the effective research data of 7380 teachers were obtained from iCourse to build a multivariate regression model. The results highlight the main factors that affect MOOC teacher effectiveness from the perspective of professional capital. Finally, relevant suggestions are proposed for the development of MOOC. [ABSTRACT FROM AUTHOR]

This research investigates the role and conditions for the utilization of Massive Open Online Courses (MOOCs) in the modern educational system. The study aims to identify the evolutionary stages in the development of MOOCs, highlight the tools employed in their organization, determine the roles of the learning participants within MOOCs, and analyze the outcomes of implementing MOOCs. The research focuses on the development and proliferation of MOOCs in both global and domestic educational practices. The subject of investigation encompasses the conditions for using MOOCs in worldwide and national educational contexts. The research methodology includes analyzing regulatory acts, government programs, scientific publications, articles, monographs, and materials from scientific conferences and seminars. The findings explore the history of MOOC creation and dissemination, tracing the evolutionary transition from open content to open learning processes. The concept of a "personal learning environment" is examined, highlighting the social services involved in its formation. Practical achievements, experimental evidence, and statistical data on organizing the learning process within open distance courses are analyzed. The main conclusions and recommendations emphasize that MOOCs represent a new and underexplored method of education, incorporating novel approaches and social services that are constantly evolving. Successful implementation requires addressing key issues such as selecting and evaluating open content, assisting students in organizing activities with open content, and more. Additionally, broader questions arise, including the suitability of certain subjects for open distance courses, the integration of MOOCs into traditional teaching approaches, and the necessary pedagogical skills for conducting open distance courses.

Copyright of Revista Gaucha de Enfermagem is the property of Revista Gaucha de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Delving into the realm of massive open online courses (MOOCs), this investigation scrutinizes their role in enriching the professional language proficiency of economics undergraduates amidst a global coronavirus crisis. The research pivots on assessing the efficacy of MOOCs within higher learning curriculums while shedding light on the benefits and drawbacks of such an approach. The methodologies employed encompassed the analysis and interpretation of data derived from student polls and statistical analysis of yielded outcomes. The findings shed light on MOOCs as a potent instrument for honing language prowess and enriching the professional linguistic expertise of budding economists. The language experiment was participated in by a group of 34 students and their responses have been collated and interpreted as proposed guidelines for future reference. The participants notably appreciated the video-lecture format and exposure to native speakers’ elocution. However, the study did not shy away from spotlighting certain limitations such as complexities in platform navigation and the difficulties of watching videos without subtitles. To optimize MOOC utilization, a series of recommendations were drawn up. These included offering choices to students, simplifying platform navigation, extending support during challenges, and bolstering speaking abilities. This exploration holds valuable insights not just for educators and students but also for academic institutions at large, offering hands-on data regarding the perks and pitfalls of employing MOOCs to cultivate professional foreign language competence within the field of economic education.

The article describes the possibilities of using massive open online courses (MOOC) in teaching the discipline "Fundamentals of Programming" to students majoring in software engineering. The content of studying the discipline "Fundamentals of Programming" and the number of hours allotted for its study in institutions of higher education in Ukraine is analyzed. When studying the discipline "Fundamentals of Programming" at the Zhytomyr Polytechnic State University, the study of the corresponding course on the platform of massive open online courses Sololearn is submitted for independent work. A description of the possibilities of using this MOOC in teaching the discipline "Fundamentals of Programming" to future specialists in software engineering is presented. In addition, using a pedagogical experiment, the effectiveness of using the Sololearn in teaching the discipline "Fundamentals of Programming" to future software engineering specialists was tested. The results of the pedagogical experiment showed the effectiveness of using the MOOC Sololearn in teaching the "Fundamentals of Programming" to future software engineering specialists.

Students' emotional health is a major contributor to educational success. Hence, to support students' success in online learning platforms, we contribute with the development of an analysis of the emotional orientations and triggers in their text messages. Such analysis could be automated and used for early detection of the emotional status of students. In our approach, we relied on transfer learning to train the model, using the pre-trained Bidirectional Encoder Representations from Transformers model (BERT). The model classified messages as positive, negative, or neutral. The transfer learning model was then used to classify a larger unlabeled dataset and fine-grained emotions in the negative messages only, using NRC lexicon. In our analysis to the results, we focused in discovering the dominant negative emotions expressed and the most common words students used to express them. We believe this can be an important clue or first line of detection that may assist mental health practitioners to develop targeted programs for students, especially with the massive shift to online education due to the COVID-19 pandemic. We compared our model to a state-of-the-art ML-based model and found our model outperformed the other by achieving a 91% accuracy compared to an 86%. To the best of our knowledge, this is the first study to focus on a mental health analysis of students in online educational platforms other than massive open online courses (MOOCs). [ABSTRACT FROM AUTHOR]

Online learning systems have expanded significantly over the last couple of years. Massive Open Online Courses (MOOCs) have become a major trend on the internet. During the COVID-19 pandemic, the count of learner enrolment has increased in various MOOC platforms like Coursera, Udemy, Swayam, Udacity, FutureLearn, NPTEL, Khan Academy, EdX, SWAYAM, etc. These platforms offer multiple courses, and it is difficult for online learners to choose a suitable course as per their requirements. In order to improve this e-learning education environment and to reduce the drop-out ratio, online learners will need a system in which all the platform's offered courses are compared and recommended, according to the needs of the learner. So, there is a need to create a learner's profile to analyze so many platforms in order to fulfill the educational needs of the learners. To develop a profile of a learner or user, three input parameters are considered: personal details, educational details, and knowledge level. Along with these parameters, learners can also create their user profiles by uploading their CVs or LinkedIn. In this paper, the major innovation is to implement a user interface-based intelligent profiling system for enhancing user adaptation in which feedback will be received from a user and courses will be recommended according to user/learners' preferences. [ABSTRACT FROM AUTHOR]

Niniejszy artykuł przedstawia opis kursu polskiego języka migowego realizowany w formie MOOC (Massive Open Online Course), a w szczególności pokazuje możliwość implementacji aspektów międzykulturowych do nauczania języka migowego jako obcego właśnie w takiej formule. Zaprezentowana w nim została techniczna budowa samego kursu oraz założenia metodyczne jego realizacji. Przedstawiono opis fabularyzacji zawartych w nim treści, jako metody przeciwdziałania porzucaniu nauki i włączenia do programu kursu treści międzykulturowych. Omówione również zostały korzyści płynące z włączenia elementów międzykulturowych do kształcenia polskiego języka migowego.

Many nations that were once colonized continue to suffer from the economic effects of the colonial period. People in countries with high levels of poverty may benefit from taking massive open online courses (MOOCs) because these courses are broadcast for free or for considerably less than the cost of enrolling in traditional classes. However, these courses have been criticized for maintaining the inequalities created by colonialism. This study focuses on exploring whether MOOCs create inequalities toward people living in the Global South. It addresses how language, access to technology, and economic insecurity may make these courses less beneficial for people from low-income families than for those from more privileged backgrounds. It begins with a discussion of how colonialism impacted many nations in the world. Although many nations became free of colonial rule, colonialism led to economic instability, much of which persists to the present day. The findings indicate that MOOCs contribute to inequalities in several ways. One of these ways is by not providing enough support to help people from low-income families complete these courses. Another relates to the cost associated with having a strong internet connection and the other resources needed to submit work on time. The findings offer ideas on improving MOOCs. These ideas include offering MOOCs in the native languages of people living in the Global South and avoiding offering these courses according to the xMOOC model.

Although only 23 people on average have been killed per year by terrorist attacks in the United States since 2001, American citizens and politicians consistently rank terrorism as a top security threat, leading to costly wars abroad and the repression of civil liberties at home. To what extent can education about terrorism alter perceptions of the threat? Much existing scholarship—and consistent polling over the past two decades—suggests that it cannot, but we disagree. Evidence gathered from an extensive series of experimental and observational surveys involving students in 31 terrorism and non-terrorism related courses at 12 universities—including massive open online courses (MOOC) and online surveys—reveals that the more individuals learn about terrorism, the smaller they perceive the threat to be to themselves and to the U.S. In the fight against terrorism and the fear it inspires, knowing really is half the battle. [ABSTRACT FROM AUTHOR]

Purpose – Digital platforms have enabled the emergence of new business models by transforming the competitive scenario, labour, traditional management activities and strategies of the organisations regarding a number of productive sectors. The objective of this study is to analyse these changes in the educational sector from the view of professors who produce content in digital platforms, such as the massive open online courses (MOOCs). Design/methodology/approach – In-depth interviews were conducted with 10 Brazilian professors using MOOC. The methodology proposed by Bardin (2011) and the board’s guidelines (2013) were used for content analysis. Findings – Positive aspects such as autonomy, higher financial gains, geographic coverage, quality of life and cheaper and quicker courses were identified in the present study, whereas negative aspects were disclosure and sales performed by faculty members, problems with technical support, demand for new skills (e.g. digital marketing), new teaching methods and opportunities perceived by the professors. Research limitations/implications – The results found cannot be generalised to different publics and contexts. Originality/value – The results contribute to a better understanding of the new business models on digital platforms as they show evidence of how these techniques are contributing to digital transformation of traditional sectors. This model can be used to connect professors who produce content to those who want to learn as well as to enable remote operations in educational institutions. Additionally, managers, CEOs and entrepreneurs of the sector can use MOOC as a reference when formulating their strategies. [ABSTRACT FROM AUTHOR]

As we begin to witness a new phase in the integration of digital social media platforms with educational institutions, we ought to ask how learning exchanges may be altered as a result. Looking to transformations in knowledge exchanges outside of formal education, we find that these technologies have already modified the ways in which communities engage with each other. Gerlitz and Helmond explain that the Like Economy built into all major social media platforms flattens exchanges between users to engagement metrics. With online communities increasingly isolated from each other thanks to inscrutable recommendation algorithms, the most frequent cross-community exchanges manifest in outbursts of rage, producing a so-called 'Dislike Society'. Practitioners would rather briefly unite to tear down other ways of living than to build new ones. Within the Dislike Society, any form of knowledge that could shape new communities is lost to the governance of algorithms in what Bernard Stiegler calls 'proletarianisation'. To re-apply knowledge to the improvement of life, as suggested by Whitehead, the attention of learners needs to be shaped in response to new technological conditions. This is best achieved within the educational institutions that now face a reorganisation by the same companies that brought us the Dislike Society. [ABSTRACT FROM AUTHOR]

Purpose: The study aims to assess the views of archives and records management (ARM) professionals in Eswatini about massive open online courses (MOOCs). The purpose of this study is to explore the potential of MOOCs as open gateways for ongoing learning opportunities to scholars, institutions and academics across the globe. It explores the challenges of providing MOOCs in a developing country such as Eswatini. Design/methodology/approach: The study was anchored on the interpretive research paradigm and adopted a qualitative research methodology. The study used maximum variation sampling to identify individuals that would constitute the research sample. The rationale behind this sampling is to obtain participants with a shared experience within a phenomenon but who have some demographic variance. Findings: The findings revealed that there was lack of awareness of the potential of MOOCs in revolutionizing the delivery of ARM courses in Eswatini. The findings support the need for higher education institutions in Eswatini to adopt MOOCs to deliver ARM courses. The study revealed that access to internet connectivity was among the key inhibitors undermining the adaptation of MOOCs for the delivery of ARM courses in Eswatini. Originality/value: The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of ARM courses in Eswatini. It brings into focus the challenges encountered by ARM institutions in Eswatini in moving towards a MOOC-centric mode of course delivery. [ABSTRACT FROM AUTHOR]

With the increasing use of the Internet, education availability to large masses through online mode has become easy. The platforms for Massive Open Online Courses (MOOCs) like Udemy, Udacity, Edx, Coursera etc. and mobile learning technologies like mobile live video streaming system have evolved all over the world. Through these platforms it has become quite easier for the academicians to provide education. In several remote areas, the learners are not able to attend classroom teaching. But, with the help of emerging technologies like Electronic Learning (MOOCs) and Mobile Learning, many people can now learn things at any time from anywhere at free or very less cost. It also allows academicians to make their content and teaching skills reach everywhere. These technologies help both academicians as well as students. Various multimedia tools are also used for making out the content look attractive and interactive. Students join these courses to compete among themselves, gain knowledge and earn certificates. Almost every type of course is offered ranging from basic to specialization courses. These technologies are a boon to our learning culture. This paper makes an analysis of advantages and limitations of MOOCs based and mobile learning modes. This paper also maps the findings with a survey on 770 students of Delhi NCR region (India). As in this era of technology we all see the future of education in MOOCs and Mobile based learning, hence the major findings of this work is to identify the gap in these modes based learning methodology. It will help the practitioners to improve the utilities from these modes of learning. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to show how a massive open online course (MOOC) can be used as an educational tool to diffuse specialised corporate sustainability research globally to a broad range of learners. Design/methodology/approach: This study is based on insights from the design and implementation of a sustainable fashion MOOC. The MOOC was launched in late 2019 on a global learning platform and has recently passed 40,000 enrolments (February 2022). The presentation of the MOOC draws on quantitative and qualitative data available to instructors on the global learning platform. Findings: Based on the data about the learners and their use of the MOOC, this study demonstrates how MOOC can be a powerful tool to diffuse sustainability research to new groups of learners, who differ significantly from the typical students at business schools and universities in the West. Moreover, the findings also demonstrate how the COVID-19 pandemic had a significant impact on the MOOC's popularity. Originality/value: This study provides new empirical evidence on how sustainability research can be translated into online education material of relevance for a broad range of learners from around the world. Moreover, the study also points to the number of practical and structural challenges linked to the future mainstreaming of MOOCs and other types of online education material. [ABSTRACT FROM AUTHOR]

Library and information science (LIS) education in Eswatini is not yet grounded. Although several interventions exist to improve the quality of LIS education in Eswatini, there have not been many attempts to systematically adapt and integrate massive open online courses (MOOCs) in LIS education. This article presents strategies that can be used in Eswatini to adapt and integrate MOOCs to enhance the quality of LIS education. These strategies are the first steps toward assisting higher education institutions in Eswatini to utilize the potential of MOOCs to improve the quality of LIS education. [ABSTRACT FROM AUTHOR]

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The research purpose is to analyse the self-regulation of students who use the massive open online course (MOOC) technology to learn the exact sciences. The sample included 252 students: females were 47%, and males were 53%. The average age of students was 20.08 ± 0.72. The students were divided into two groups: group 1 consisted of students who learnt the Digital singular (nano) optics course online using the MicrosoftTeams platform with teacher's support; group 2 consisted of students who learnt the MOOC course individually. The relationships between self-regulation and academic success were also analysed. The research found that the overall level of self-regulation of students using MOOCs was 40% higher. In students who learnt online using the MicrosoftTeams, the level of self-regulation was average and amounted to 24.96 ± 1.32. In students who learnt the course based on the MOOC technology, the level of self-regulation was high and amounted to 35.02 ± 1.44 (p < 0.05). The research of self-regulation shows higher results among the students who learnt using MOOCs platforms: flexibility - 46%, planning - 23% and results assessment - 15%; modelling and programming were no different. The average success score of students after learning the course on the MicrosoftTeams platform was 3.83 ± 0.36, and in the MOOC group, it was 4.43 ± 1.89. [ABSTRACT FROM AUTHOR]