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Massive open online course (MOOC) report 2013

The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform in June 2013. Each of the MOOCs lasted six weeks and was designed to offer a short introduction to subjects the university offered as full degrees. The initial offering of four MOOCs attracted over 210,000 initial registrations, over 90,000 active students in their first week, from over 160 countries and lead to 8,843 Statements of Accomplishment being attained. The programmes offered achieved an aggregate student satisfaction rating of 91 per cent (ranging from good to excellent). While it is still too early to evaluate the conversion of students completing a MOOC to enrolment on a University of London International Programmes degree, over 30 students who applied to the university's 2013/14 fee-paying programmes have indicated that they took one of the MOOCs beforehand.

The University of London International Programmes launched four massive open online courses (MOOCs) on the Coursera platform ...  Show Full Abstract  

Authors: Grainger, Barney
Date: 2013
Geographic subjects: England; Great Britain; Europe
Resource type: Report
Subjects: Higher education; International education; Teaching and learning;

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Going beyond Kirkpatrick's Training Evaluation Model: the role of workplace factors in distance learning transfer

This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on graduates' job performance, in which the authors built on the findings of a previous pilot study. After using Kirkpatrick's Training Evaluation Model in a previous study, one of the authors found there to be a strong relationship between graduates' completion of the programme and their performance at school. However, the model does not probe factors that impede on transfer of learning. Quite a number of the graduate participants indicated that they were faced with this problem. In order to further probe this phenomenon, the authors fused Baldwin's Transfer of Training Model with the second level of Kirkpatrick's model by using a mixed-methods enquiry. It became clear that the organizational climate of schools has a strong influence on the transfer of learning in the workplace. Suggestions are presented on how educators and school managers can work together effectively.

This article emanates from a longitudinal study of the impact of a distance education programme for teacher training on ...  Show Full Abstract  

Authors: Aluko, Ruth; Shonubi, Ololade
Date: 2014
Journal title: Africa education review
Resource type: Article
Subjects: Teaching and learning; Skills and knowledge; Students;

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Distance learning can help low-income parents attend school: TANF agencies should adopt supportive policies

Distance learning is an increasingly popular way to acquire higher education. Distance learning programs are particularly attractive to nontraditional students, including low-income parents, who often must fit their classes around work and family responsibilities. The current economic recession provides an opportunity for low-income parents who are working part-time or having trouble finding employment to use distance learning to get more education and advance once the economy recovers. However, states may be placing unnecessary limits on distance learning to meet work participation requirements under the Temporary Assistance for Needy Families (TANF) program. On February 5, 2008, in the final rule implementing the Deficit Reduction Act of 2005 (DRA) changes, the US Department of Health and Human Services (HHS) declared that states can count distance learning coursework as a work activity under the vocational educational training classification. This paper identifies language from HHS-approved work verification plans that other states can adopt to maximize access to distance learning and raise work participation rates. It also highlights some restrictive and burdensome language that should be dropped from work verification plans.

Distance learning is an increasingly popular way to acquire higher education. Distance learning programs are particularly ...  Show Full Abstract  

Authors: Lewis, Matt
Date: 2009
Geographic subjects: United States; North America
Resource type: Paper
Subjects: Teaching and learning; Students; Disadvantaged;

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Promise and/or peril: MOOCs and open and distance education

This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and institutions. The paper begins with a short description of the characteristic of the four words included in the MOOC acronym and then tries to show how each contributes to the complexity of this education phenomena. The paper concludes with discussions of MOOC business models and the implications for open and distance education institutions.

This paper provides an introduction to [massive open online course] MOOCs with a special focus on distance educators and ...  Show Full Abstract  

Authors: Anderson, Terry
Date: 2013
Geographic subjects: United States; North America
Resource type: Paper
Subjects: Technology; Teaching and learning; Higher education;

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Initial trends in enrolment and completion of massive open online courses

The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC platforms. The scale of enrolment and participation in the earliest mainstream MOOC courses has garnered a good deal of media attention. However, data about how the enrolment and completion figures have changed since the early courses is not consistently released. This paper seeks to draw together the data that has found its way into the public domain in order to explore factors affecting enrolment and completion. The average MOOC course is found to enroll around 43,000 students, 6.5 per cent of whom complete the course. Enrolment numbers are decreasing over time and are positively correlated with course length. Completion rates are consistent across time, university rank, and total enrolment, but negatively correlated with course length. This study provides a more detailed view of trends in enrolment and completion than was available previously, and a more accurate view of how the MOOC field is developing.

The past two years have seen rapid development of massive open online courses (MOOCs) with the rise of a number of MOOC ...  Show Full Abstract  

Authors: Jordan, Katy
Date: 2014
Journal title: International review of research in open and distance learning
Resource type: Article
Subjects: Participation; Higher education; Outcomes;

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Distance learning in adult basic education: a review of the literature

The purpose of this literature review is to provide background information about distance learning (DL) in adult basic education (ABE), specifically, to identify program design and policy implications to inform the use of [distance education] DE for [general educational development] GED students in rural Pennsylvania. Adult educators have long sought to encourage greater participation in, and more equitable access to, educational opportunities for adult learners. This literature review examines how DE can help adult educators address issues of equity and participation, especially in rural areas with restricted educational opportunities. In Pennsylvania, for example, rural residents tend to have lower educational attainment and more limited access to adult education services than their urban counterparts.

The purpose of this literature review is to provide background information about distance learning (DL) in adult basic ...  Show Full Abstract  

Authors: Gungor, Ramazan; Prins, Esther
Date: 2011
Geographic subjects: United States; North America
Resource type: Paper
Subjects: Teaching and learning; Research; Adult and community education;

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Disruptive education: technology-enabled universities

This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in particular. Australia's successful export model of international education has come under stress since the global financial crisis, with improved quality in overseas universities and a high Australian dollar diminishing Australia's advantages over universities in other English-speaking countries. Changing technology may offer other opportunities for Australian universities to grow and engage with clients.

This report examines technology-enabled higher education in general, with a focus on massive open online courses (MOOCs) in ...  Show Full Abstract  

Authors: Gallagher, Sean; Garrett, Geoffrey
Date: 2013
Geographic subjects: Australia; Oceania
Resource type: Report
Subjects: Technology; Higher education; Teaching and learning;

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Mobile learning for colleges of education in Nigeria: an educational analysis

The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile learning, an extension of e-learning. Currently, attention is drawn towards location-aware, context-aware and ubiquitous learning systems. The slow pace of development in Nigeria has hindered technologically enhanced learning in institutions of higher learning. The purpose of this paper was to assess the status of mobile learning in institutions of higher learning in Nigeria. The study adopted a theoretical approach by reviewing the possibilities and applications of mobile learning systems globally and in particular Nigeria.

The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile ...  Show Full Abstract  

Authors: Chaka, John G.; Govender, Irene
Date: 2014
Geographic subjects: Africa; Nigeria
Journal title: Mediterranean journal of social sciences
Resource type: Article
Subjects: Teaching and learning; Providers of education and training; Higher education;

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Space and time to engage: mature-aged distance students learn to fit study into their lives

Student engagement, a student's emotional, behavioural and cognitive connection to their study, is widely recognised as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time.

Student engagement, a student's emotional, behavioural and cognitive connection to their study, is widely recognised as ...  Show Full Abstract  

Authors: Kahu, Ella R.; Stephens, Christine; Zepke, Nick;
Date: 2014
Geographic subjects: New Zealand; Oceania
Journal title: International journal of lifelong education
Resource type: Article
Subjects: Participation; Teaching and learning; Students;

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Journal of learning for development

Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus on innovation in learning, in particular but not exclusively open and distance learning, and its contribution to development. Content includes interventions that change social and/or economic relations, especially in terms of improving equity. The journal publishes research and case studies from researchers, scholars and practitioners, and seeks to engage a broad audience across that spectrum. It aims to encourage contributors starting their careers, as well as to publish the work of established and senior scholars from the Commonwealth and beyond.

Published in electronic form only, this peer-reviewed journal provides a forum for the publication of research with a focus ...  Show Full Abstract  

Date: 2014
Resource type: Journal
Subjects: Research; Teaching and learning; Innovation;

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