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MOOCs</title> <meta name="description" content="Search results for: MOOCs"> <meta name="keywords" content="MOOCs"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="MOOCs"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 23</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: MOOCs</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Identifying Learning Support Patterns for Enhancing Quality Outputs in Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cristina%20Galv%C3%A1n-Fern%C3%A1ndez">Cristina Galván-Fernández</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Barber%C3%A0"> Elena Barberà</a>, <a href="https://publications.waset.org/abstracts/search?q=Jingjing%20Zhang"> Jingjing Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, MOOCs have been in the spotlight for its high drop-out rates, which potentially impact on the quality of the learning experience. This study attempts to explore how learning support can be used to keep student retention, and in turn to improve the quality of learning in MOOCs. In this study, the patterns of learning support were identified from a total of 4202592 units of video sessions, clickstream data of 25600 students, and 382 threads generated in 10 forums (optional and mandatory) in five different types of MOOCs (e.g. conventional MOOCs, professional MOOCs, and informal MOOCs). The results of this study have shown a clear correlation between the types of MOOCs, the design framework of the MOOCs, and the learning support. The patterns of tutor-peer interaction are identified, and are found to be highly correlated with student retention in all five types of MOOCs. In addition, different patterns of ‘good’ students were identified, which could potentially inform the instruction design of MOOCs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20support" title=" learning support"> learning support</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a> </p> <a href="https://publications.waset.org/abstracts/59102/identifying-learning-support-patterns-for-enhancing-quality-outputs-in-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">335</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Innovating and Disrupting Higher Education: The Evolution of Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nabil%20Sultan">Nabil Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A great deal has been written on Massive Open Online Courses (MOOCs) since 2012 (considered by some as the year of the MOOCs). The emergence of MOOCs caused a great deal of interest amongst academics and technology experts as well as ordinary people. Some of the authors who wrote on MOOCs perceived it as the next big thing that will disrupt education. Other authors saw it as another fad that will go away once it ran its course (as most fads often do). But MOOCs did not turn out to be a fad and it is still around. Most importantly, they evolved into something that is beginning to look like a viable business model. This paper explores this phenomenon within the theoretical frameworks of disruptive innovations and jobs to be done as developed by Clayton Christensen and his colleagues and its implications for the future of higher education (HE). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title="MOOCs">MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=disruptive%20innovations" title=" disruptive innovations"> disruptive innovations</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=jobs%20theory" title=" jobs theory"> jobs theory</a> </p> <a href="https://publications.waset.org/abstracts/88600/innovating-and-disrupting-higher-education-the-evolution-of-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> The Factors Affecting the Use of Massive Open Online Courses in Blended Learning by Lecturers in Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taghreed%20Alghamdi">Taghreed Alghamdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wendy%20Hall"> Wendy Hall</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Millard"> David Millard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Massive Open Online Courses (MOOCs) have recently gained widespread interest in the academic world, starting a wide range of discussion of a number of issues. One of these issues, using MOOCs in teaching and learning in the higher education by integrating MOOCs’ contents with traditional face-to-face activities in blended learning format, is called blended MOOCs (bMOOCs) and is intended not to replace traditional learning but to enhance students learning. Most research on MOOCs has focused on students’ perception and institutional threats whereas there is a lack of published research on academics’ experiences and practices. Thus, the first aim of the study is to develop a classification of blended MOOCs models by conducting a systematic literature review, classifying 19 different case studies, and identifying the broad types of bMOOCs models namely: Supplementary Model and Integrated Model. Thus, the analyses phase will emphasize on these different types of bMOOCs models in terms of adopting MOOCs by lecturers. The second aim of the study is to improve the understanding of lecturers’ acceptance of bMOOCs by investigate the factors that influence academics’ acceptance of using MOOCs in traditional learning by distributing an online survey to lecturers who participate in MOOCs platforms. These factors can help institutions to encourage their lecturers to integrate MOOCs with their traditional courses in universities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acceptance" title="acceptance">acceptance</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20MOOCs" title=" blended MOOCs"> blended MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=professors" title=" professors"> professors</a> </p> <a href="https://publications.waset.org/abstracts/102805/the-factors-affecting-the-use-of-massive-open-online-courses-in-blended-learning-by-lecturers-in-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102805.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Research of Database Curriculum Construction under the Environment of Massive Open Online Courses </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wang%20Zhanquan">Wang Zhanquan</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Zeping"> Yang Zeping</a>, <a href="https://publications.waset.org/abstracts/search?q=Gu%20Chunhua"> Gu Chunhua</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhu%20Fazhi"> Zhu Fazhi</a>, <a href="https://publications.waset.org/abstracts/search?q=Guo%20Weibin"> Guo Weibin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, Massive Open Online Courses (MOOCs) are becoming the new trend of education. There are many problems under the environment of Database Principle curriculum teaching process in MOOCs, such as teaching ideas and theories which are out of touch with the reality, how to carry out the technical teaching and interactive practice in the MOOCs environment, thus the methods of database course under the environment of MOOCs are proposed. There are three processes to deal with problem solving in the research, which are problems proposed, problems solved, and inductive analysis. The present research includes the design of teaching contents, teaching methods in classroom, flipped classroom teaching mode under the environment of MOOCs, learning flow method and large practice homework. The database designing ability is systematically improved based on the researching methods. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem%20solving-driven" title="problem solving-driven">problem solving-driven</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20art" title=" teaching art"> teaching art</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20flow%3B" title=" learning flow;"> learning flow;</a> </p> <a href="https://publications.waset.org/abstracts/50128/research-of-database-curriculum-construction-under-the-environment-of-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50128.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">363</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> Turkish Graduate Students' Perceptions of Drop Out Issues in Massive Open Online Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harun%20Bozna">Harun Bozna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> MOOC (massive open online course) is a groundbreaking education platform and a current buzzword in higher education. Although MOOCs offer many appreciated learning experiences to learners from various universities and institutions, they have considerably higher dropout rates than traditional education. Only about 10% of the learners who enroll in MOOCs actually complete the course. In this case, perceptions of participants and a comprehensive analysis of MOOCs have become an essential part of the research in this area. This study aims to explore the MOOCs in detail for better understanding its content, purpose and primarily drop out issues. The researcher conducted an online questionnaire to get perceptions of graduate students on their learning experiences in MOOCs and arranged a semi- structured oral interview with some participants. The participants are Turkish graduate level students doing their MA and Ph.D. in various programs. The findings show that participants are more likely to drop out courses due to lack of time and lack of pressure. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=drop%20out" title=" drop out"> drop out</a>, <a href="https://publications.waset.org/abstracts/search?q=perception%20of%20graduate%20students" title=" perception of graduate students"> perception of graduate students</a> </p> <a href="https://publications.waset.org/abstracts/64464/turkish-graduate-students-perceptions-of-drop-out-issues-in-massive-open-online-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64464.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> Evaluation of Massive Open Online Course in a Rural Marginalized Area: Case Study of Alice Community, Eastern Cape, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dare%20Ebenezer%20Fatumo">Dare Ebenezer Fatumo</a>, <a href="https://publications.waset.org/abstracts/search?q=Olusesan%20Emmanuel%20Adelabu"> Olusesan Emmanuel Adelabu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online learning has taken another dimension through the introduction of Massive Open Online Courses (MOOCs), it has also become an important resource base for teaching and learning. This research aimed at investigating the use of Massive Open Online Course in a rural marginalized area. The survey research design of descriptive nature was adopted to evaluate the awareness and usage of Massive Open Online Course (MOOCs) in Alice community, Eastern Cape, South Africa. This study also employed quantitative approach by using self-structured questionnaire to evoke information from the respondents. The data collected were analyzed by Statistical Package for Social Sciences (SPSS). The findings revealed amongst others the efficacy of Massive Open Online Course (MOOCs) in fostering teaching and learning in rural marginalized areas. This study concludes that MOOCs is a veritable medium for busy or less privileged individual to acquire a degree or certification. Therefore, the study recommends MOOCs platform to be fully embraced by people in rural marginalized areas, awareness programs about its usefulness should be propagated across the municipalities nationwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title="distance learning">distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20course" title=" massive open online course"> massive open online course</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/98901/evaluation-of-massive-open-online-course-in-a-rural-marginalized-area-case-study-of-alice-community-eastern-cape-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98901.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">178</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> MOOCs (E-Learning) Project Personnel Competency Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shang-Hua%20Wu">Shang-Hua Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Rong-Chi%20Chang"> Rong-Chi Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Horng%E2%80%93Twu%20Liaw"> Horng–Twu Liaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, competencies of e-learning project personnel are very important in assisting them in offering courses, serving students in an effective way, leveraging advantages, strengthen their relationships with potential students, etc. among e-learning platforms, MOOCs has recently attracted increasing focuses in distance education since it can be conducted for a large numbers of virtual learners. Nonetheless, since MOOCs is a relatively new e-learning platform, top concerns have been paid to what competencies are important for e-learning personnel to consider. Taking this need, this research aimed to carry out an in-depth exploration of competency requirements of MOOCs (e-learning) project personnel in Taiwan vocational schools. Data were collected through thorough literature reviews and discussions and competency analysis was carried out using Delphi technique questionnaires. The results show that that MOOCs (e-learning) project personnel’ professional competency lie in three main dimensions, among which ‘demand analysis competency’ (i.e., containing 10 major competences and 48 subordinate capabilities) is the most important competency, followed by ‘project management competency’ (i.e., comprising 6 major competences and 31 secondary capabilities), and finally ‘digital content production competency’ (i.e., including 12 major competences and 79 secondary capabilities). As such, in Taiwan context with different organizational scales and market sizes, the e-learning competency items and unique experience/ achievements throughout the promotion process obtained in this research will provide useful references for academic institutions in promoting e-learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competency%20analysis" title="competency analysis">competency analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Delphi%20technique%20questionnaire" title=" Delphi technique questionnaire"> Delphi technique questionnaire</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a> </p> <a href="https://publications.waset.org/abstracts/56037/moocs-e-learning-project-personnel-competency-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56037.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">285</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Facilitated Massive Open Online Course (MOOC) Based Teacher Professional Development in Kazakhstan: Connectivism-Oriented Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Kalizhanova">A. Kalizhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Shelestova"> T. Shelestova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher professional development (TPD) in Kazakhstan has followed a fairly standard format for centuries, with teachers learning new information from a lecturer and being tested using multiple-choice questions. In the online world, self-access courses have become increasingly popular. Due to their extensive multimedia content, peer-reviewed assignments, adaptable class times, and instruction from top university faculty from across the world, massive open online courses (MOOCs) have found a home in Kazakhstan's system for lifelong learning. Recent studies indicate the limited use of connectivism-based tools such as discussion forums by Kazakhstani pre-service and in-service English teachers, whose professional interests are limited to obtaining certificates rather than enhancing their teaching abilities and exchanging knowledge with colleagues. This paper highlights the significance of connectivism-based tools and instruments, such as MOOCs, for the continuous professional development of pre- and in-service English teachers, facilitators' roles, and their strategies for enhancing trainees' conceptual knowledge within the MOOCs' curriculum and online learning skills. Reviewing the most pertinent papers on Connectivism Theory, facilitators' function in TPD, and connectivism-based tools, such as MOOCs, a code extraction method was utilized. Three experts, former active participants in a series of projects initiated across Kazakhstan to improve the efficacy of MOOCs, evaluated the excerpts and selected the most appropriate ones to propose the matrix of teacher professional competencies that can be acquired through MOOCs. In this paper, we'll look at some of the strategies employed by course instructors to boost their students' English skills and knowledge of course material, both inside and outside of the MOOC platform. Participants' interactive learning contributed to their language and subject conceptual knowledge and prepared them for peer-reviewed assignments in the MOOCs, and this approach of small group interaction was given to highlight the outcomes of participants' interactive learning. Both formal and informal continuing education institutions can use the findings of this study to support teachers in gaining experience with MOOCs and creating their own online courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectivism-based%20tools" title="connectivism-based tools">connectivism-based tools</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a>, <a href="https://publications.waset.org/abstracts/search?q=facilitators" title=" facilitators"> facilitators</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazakhstani%20context" title=" Kazakhstani context"> Kazakhstani context</a> </p> <a href="https://publications.waset.org/abstracts/169223/facilitated-massive-open-online-course-mooc-based-teacher-professional-development-in-kazakhstan-connectivism-oriented-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Design-Based Elements to Sustain Participant Activity in Massive Open Online Courses: A Case Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Zimmermann">C. Zimmermann</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Lackner"> E. Lackner</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ebner"> M. Ebner</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Massive Open Online Courses (MOOCs) are increasingly popular learning hubs that are boasting considerable participant numbers, innovative technical features, and a multitude of instructional resources. Still, there is a high level of evidence showing that almost all MOOCs suffer from a declining frequency of participant activity and fairly low completion rates. In this paper, we would like to share the lessons learned in implementing several design patterns that have been suggested in order to foster participant activity. Our conclusions are based on experiences with the ‘Dr. Internet’ MOOC, which was created as an xMOOC to raise awareness for a more critical approach to online health information: participants had to diagnose medical case studies. There is a growing body of recommendations (based on Learning Analytics results from earlier xMOOCs) as to how the decline in participant activity can be alleviated. One promising focus in this regard is instructional design patterns, since they have a tremendous influence on the learner’s motivation, which in turn is a crucial trigger of learning processes. Since Medieval Age storytelling, micro-learning units and specific comprehensible, narrative structures were chosen to animate the audience to follow narration. Hence, MOOC participants are not likely to abandon a course or information channel when their curiosity is kept at a continuously high level. Critical aspects that warrant consideration in this regard include shorter course duration, a narrative structure with suspense peaks (according to the ‘storytelling’ approach), and a course schedule that is diversified and stimulating, yet easy to follow. All of these criteria have been observed within the design of the Dr. Internet MOOC: 1) the standard eight week course duration was shortened down to six weeks, 2) all six case studies had a special quiz format and a corresponding resolution video which was made available in the subsequent week, 3) two out of six case studies were split up in serial video sequences to be presented over the span of two weeks, and 4) the videos were generally scheduled in a less predictable sequence. However, the statistical results from the first run of the MOOC do not indicate any strong influences on the retention rate, so we conclude with some suggestions as to why this might be and what aspects need further consideration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20study" title="case study">case study</a>, <a href="https://publications.waset.org/abstracts/search?q=Dr.%20internet" title=" Dr. internet"> Dr. internet</a>, <a href="https://publications.waset.org/abstracts/search?q=experience" title=" experience"> experience</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20patterns" title=" design patterns"> design patterns</a> </p> <a href="https://publications.waset.org/abstracts/48954/design-based-elements-to-sustain-participant-activity-in-massive-open-online-courses-a-case-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48954.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Tracing Digital Traces of Phatic Communion in #Mooc</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Judith%20Enriquez-Gibson">Judith Enriquez-Gibson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper meddles with the notion of phatic communion introduced 90 years ago by Malinowski, who was a Polish-born British anthropologist. It explores the phatic in Twitter within the contents of tweets related to moocs (massive online open courses) as a topic or trend. It is not about moocs though. It is about practices that could easily be hidden or neglected if we let big or massive topics take the lead or if we simply follow the computational or secret codes behind Twitter itself and third party software analytics. It draws from media and cultural studies. Though at first it appears data-driven as I submitted data collection and analytics into the hands of a third party software, Twitonomy, the aim is to follow how phatic communion might be practised in a social media site, such as Twitter. Lurking becomes its research method to analyse mooc-related tweets. A total of 3,000 tweets were collected on 11 October 2013 (UK timezone). The emphasis of lurking is to engage with Twitter as a system of connectivity. One interesting finding is that a click is in fact a phatic practice. A click breaks the silence. A click in one of the mooc website is actually a tweet. A tweet was posted on behalf of a user who simply chose to click without formulating the text and perhaps without knowing that it contains #mooc. Surely, this mechanism is not about reciprocity. To break the silence, users did not use words. They just clicked the ‘tweet button’ on a mooc website. A click performs and maintains connectivity – and Twitter as the medium in attendance in our everyday, available when needed to be of service. In conclusion, the phatic culture of breaking silence in Twitter does not have to submit to the power of code and analytics. It is a matter of human code. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=click" title="click">click</a>, <a href="https://publications.waset.org/abstracts/search?q=Twitter" title=" Twitter"> Twitter</a>, <a href="https://publications.waset.org/abstracts/search?q=phatic%20communion" title=" phatic communion"> phatic communion</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20data" title=" social media data"> social media data</a>, <a href="https://publications.waset.org/abstracts/search?q=mooc" title=" mooc"> mooc</a> </p> <a href="https://publications.waset.org/abstracts/18814/tracing-digital-traces-of-phatic-communion-in-mooc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18814.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">412</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Analysis of Knowledge Circulation in Digital Learning Environments: A Case Study of the MOOC 'Communication des Organisations'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasna%20Mekkaoui%20Alaoui">Hasna Mekkaoui Alaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Mariem%20Mekkaoui%20Alaoui"> Mariem Mekkaoui Alaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In a context marked by a growing and pressing demand for online training within Moroccan universities, massive open online courses (Moocs) are undergoing constant evolution, amplified by the widespread use of digital technology and accentuated by the Coronavirus pandemic. However, despite their growing popularity and expansion, these courses are still lacking in terms of tools, enabling teachers and researchers to carry out a fine-grained analysis of the learning processes taking place within them. What's more, the circulation and sharing of knowledge within these environments is becoming increasingly important. The crucial aspect of traceability emerges here, as MOOCs record and generate traces from the most minute to the most visible. This leads us to consider traceability as a valuable approach in the field of educational research, where the trace is envisaged as a research tool in its own right. In this exploratory research project, we are looking at aspects of community knowledge sharing based on traces observed in the "Communication des organisations" Mooc. Focusing in particular on the mediating trace and its impact in identifying knowledge circulation processes in this learning space, we have mobilized the traces of video capsules as an index of knowledge circulation in the Mooc device. Our study uses a methodological approach based on thematic analysis, and although the results show that learners reproduce knowledge from different video vignettes in almost identical ways, they do not limit themselves to the knowledge provided to them. This research offers concrete perspectives for improving the dynamics of online devices, with a potentially positive impact on the quality of online university teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=circulation" title="circulation">circulation</a>, <a href="https://publications.waset.org/abstracts/search?q=index" title=" index"> index</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20environments" title=" digital environments"> digital environments</a>, <a href="https://publications.waset.org/abstracts/search?q=mediation." title=" mediation."> mediation.</a>, <a href="https://publications.waset.org/abstracts/search?q=trace" title=" trace"> trace</a> </p> <a href="https://publications.waset.org/abstracts/175798/analysis-of-knowledge-circulation-in-digital-learning-environments-a-case-study-of-the-mooc-communication-des-organisations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175798.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">63</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Author Profiling: Prediction of Learners’ Gender on a MOOC Platform Based on Learners’ Comments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahani%20Aljohani">Tahani Aljohani</a>, <a href="https://publications.waset.org/abstracts/search?q=Jialin%20Yu"> Jialin Yu</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra.%20I.%20Cristea"> Alexandra. I. Cristea</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The more an educational system knows about a learner, the more personalised interaction it can provide, which leads to better learning. However, asking a learner directly is potentially disruptive, and often ignored by learners. Especially in the booming realm of MOOC Massive Online Learning platforms, only a very low percentage of users disclose demographic information about themselves. Thus, in this paper, we aim to predict learners’ demographic characteristics, by proposing an approach using linguistically motivated Deep Learning Architectures for Learner Profiling, particularly targeting gender prediction on a FutureLearn MOOC platform. Additionally, we tackle here the difficult problem of predicting the gender of learners based on their comments only – which are often available across MOOCs. The most common current approaches to text classification use the Long Short-Term Memory (LSTM) model, considering sentences as sequences. However, human language also has structures. In this research, rather than considering sentences as plain sequences, we hypothesise that higher semantic - and syntactic level sentence processing based on linguistics will render a richer representation. We thus evaluate, the traditional LSTM versus other bleeding edge models, which take into account syntactic structure, such as tree-structured LSTM, Stack-augmented Parser-Interpreter Neural Network (SPINN) and the Structure-Aware Tag Augmented model (SATA). Additionally, we explore using different word-level encoding functions. We have implemented these methods on Our MOOC dataset, which is the most performant one comparing with a public dataset on sentiment analysis that is further used as a cross-examining for the models' results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title="deep learning">deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20mining" title=" data mining"> data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20predication" title=" gender predication"> gender predication</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a> </p> <a href="https://publications.waset.org/abstracts/114514/author-profiling-prediction-of-learners-gender-on-a-mooc-platform-based-on-learners-comments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">147</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Subtitled Based-Approach for Learning Foreign Arabic Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elleuch%20Imen">Elleuch Imen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, it propose a new approach for learning Arabic as a foreign language via audio-visual translation, particularly subtitling. The approach consists of developing video sequences appropriate to different levels of learning (from A1 to C2) containing conversations, quizzes, games and others. Each video aims to achieve a specific objective, such as the correct pronunciation of Arabic words, the correct syntactic structuring of Arabic sentences, the recognition of the morphological characteristics of terms and the semantic understanding of statements. The subtitled videos obtained can be incorporated into different Arabic second language learning tools such as Moocs, websites, platforms, etc. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arabic%20foreign%20language" title="arabic foreign language">arabic foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visuel%20translation" title=" audio-visuel translation"> audio-visuel translation</a>, <a href="https://publications.waset.org/abstracts/search?q=subtitled%20videos" title=" subtitled videos"> subtitled videos</a> </p> <a href="https://publications.waset.org/abstracts/176446/subtitled-based-approach-for-learning-foreign-arabic-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">60</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> The Operating Results of the English General Music Course on the Education Platform</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shan-Ken%20Chine">Shan-Ken Chine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to a one-year course run of String Music Appreciation, an international online course launched on the British open education platform. It explains how to present music teaching videos with three main features. They are music lesson explanations, instrumental playing demonstrations, and live music performances. The plan of this course is with four major themes and a total of 97 steps. In addition, the paper also uses the testing data provided by the education platform to analyze the performance of learners and to understand the operation of the course. It contains three test data in the statistics dashboard. They are course-run measures, total statistics, and statistics by week. The paper ends with a review of the course's star rating in this one-year run. The result of this course run will be adjusted when it starts again in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20online%20courses" title="music online courses">music online courses</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=ubiquitous%20learning" title=" ubiquitous learning"> ubiquitous learning</a>, <a href="https://publications.waset.org/abstracts/search?q=string%20music" title=" string music"> string music</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20music%20education" title=" general music education"> general music education</a> </p> <a href="https://publications.waset.org/abstracts/186110/the-operating-results-of-the-english-general-music-course-on-the-education-platform" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> A Hybrid Approach for Thread Recommendation in MOOC Forums</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmad.%20A.%20Kardan">Ahmad. A. Kardan</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Narimani"> Amir Narimani</a>, <a href="https://publications.waset.org/abstracts/search?q=Foozhan%20Ataiefard"> Foozhan Ataiefard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recommender Systems have been developed to provide contents and services compatible to users based on their behaviors and interests. Due to information overload in online discussion forums and users diverse interests, recommending relative topics and threads is considered to be helpful for improving the ease of forum usage. In order to lead learners to find relevant information in educational forums, recommendations are even more needed. We present a hybrid thread recommender system for MOOC forums by applying social network analysis and association rule mining techniques. Initial results indicate that the proposed recommender system performs comparatively well with regard to limited available data from users' previous posts in the forum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=association%20rule%20mining" title="association rule mining">association rule mining</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid%20recommender%20system" title=" hybrid recommender system"> hybrid recommender system</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20courses" title=" massive open online courses"> massive open online courses</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title=" MOOCs"> MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network%20analysis" title=" social network analysis"> social network analysis</a> </p> <a href="https://publications.waset.org/abstracts/66595/a-hybrid-approach-for-thread-recommendation-in-mooc-forums" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66595.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">294</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> A Flipped Learning Experience in an Introductory Course of Information and Communication Technology in Two Bachelor's Degrees: Combining the Best of Online and Face-to-Face Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Begona%20del%20Pino">Begona del Pino</a>, <a href="https://publications.waset.org/abstracts/search?q=Beatriz%20Prieto"> Beatriz Prieto</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Prieto"> Alberto Prieto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Two opposite approaches to teaching can be considered: in-class learning (teacher-oriented) versus virtual learning (student-oriented). The most known example of the latter is Massive Online Open Courses (MOOCs). Both methodologies have pros and cons. Nowadays there is an increasing trend towards combining both of them. Blending learning is considered a valuable tool for improving learning since it combines student-centred interactive e-learning and face to face instruction. The aim of this contribution is to exchange and share the experience and research results of a blended-learning project that took place in the University of Granada (Spain). The research objective was to prove how combining didactic resources of a MOOC with in-class teaching, interacting directly with students, can substantially improve academic results, as well as student acceptance. The proposed methodology is based on the use of flipped learning technics applied to the subject ‘Fundamentals of Computer Science’ of the first course of two degrees: Telecommunications Engineering, and Industrial Electronics. In this proposal, students acquire the theoretical knowledges at home through a MOOC platform, where they watch video-lectures, do self-evaluation tests, and use other academic multimedia online resources. Afterwards, they have to attend to in-class teaching where they do other activities in order to interact with teachers and the rest of students (discussing of the videos, solving of doubts and practical exercises, etc.), trying to overcome the disadvantages of self-regulated learning. The results are obtained through the grades of the students and their assessment of the blended experience, based on an opinion survey conducted at the end of the course. The major findings of the study are the following: The percentage of students passing the subject has grown from 53% (average from 2011 to 2014 using traditional learning methodology) to 76% (average from 2015 to 2018 using blended methodology). The average grade has improved from 5.20±1.99 to 6.38±1.66. The results of the opinion survey indicate that most students preferred blended methodology to traditional approaches, and positively valued both courses. In fact, 69% of students felt ‘quite’ or ‘very’ satisfied with the classroom activities; 65% of students preferred the flipped classroom methodology to traditional in-class lectures, and finally, 79% said they were ‘quite’ or ‘very’ satisfied with the course in general. The main conclusions of the experience are the improvement in academic results, as well as the highly satisfactory assessments obtained in the opinion surveys. The results confirm the huge potential of combining MOOCs in formal undergraduate studies with on-campus learning activities. Nevertheless, the results in terms of students’ participation and follow-up have a wide margin for improvement. The method is highly demanding for both students and teachers. As a recommendation, students must perform the assigned tasks with perseverance, every week, in order to take advantage of the face-to-face classes. This perseverance is precisely what needs to be promoted among students because it clearly brings about an improvement in learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20paradigm" title=" educational paradigm"> educational paradigm</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom" title=" flipped classroom"> flipped classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=flipped%20learning%20technologies" title=" flipped learning technologies"> flipped learning technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=lessons%20learned" title=" lessons learned"> lessons learned</a>, <a href="https://publications.waset.org/abstracts/search?q=massive%20online%20open%20course" title=" massive online open course"> massive online open course</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20roles%20through%20technology" title=" teacher roles through technology"> teacher roles through technology</a> </p> <a href="https://publications.waset.org/abstracts/93934/a-flipped-learning-experience-in-an-introductory-course-of-information-and-communication-technology-in-two-bachelors-degrees-combining-the-best-of-online-and-face-to-face-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93934.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Conceptual Model for Massive Open Online Blended Courses Based on Disciplines’ Concepts Capitalization and Obstacles’ Detection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Hammid">N. Hammid</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Bouarab-Dahmani"> F. Bouarab-Dahmani</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Berkane"> T. Berkane </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Since its appearance, the MOOC (massive open online course) is gaining more and more intention of the educational communities over the world. Apart from the current MOOCs design and purposes, the creators of MOOC focused on the importance of the connection and knowledge exchange between individuals in learning. In this paper, we present a conceptual model for massive open online blended courses where teachers over the world can collaborate and exchange their experience to get a common efficient content designed as a MOOC opened to their students to live a better learning experience. This model is based on disciplines’ concepts capitalization and the detection of the obstacles met by their students when faced with problem situations (exercises, projects, case studies, etc.). This detection is possible by analyzing the frequently of semantic errors committed by the students. The participation of teachers in the design of the course and the attendance by their students can guarantee an efficient and extensive participation (an important number of participants) in the course, the learners’ motivation and the evaluation issues, in the way that the teachers designing the course assess their students. Thus, the teachers review, together with their knowledge, offer a better assessment and efficient connections to their students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=massive%20open%20online%20course" title="massive open online course">massive open online course</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/59661/conceptual-model-for-massive-open-online-blended-courses-based-on-disciplines-concepts-capitalization-and-obstacles-detection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59661.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">268</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Developing a Moodle Course for Translation Theory and Methodology: The Importance of Theory in Translation Studies and Its Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antonia%20Tsaknaki">Antonia Tsaknaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are many and divergent views on how the science of translation should be taught in academic institutions or colleges, meaning as an independent study area or as part of Linguistics, Literature or Foreign Languages Departments. A much more debated issue refers to the question of whether translation theory should be included in syllabuses and study programs or the focus should be solely on practicing the profession, that is translating texts. This dissertation examines prevailing views on the significance of translation theory in translation studies in order to design an open course on moodle. Taking into account that there is a remarkable percentage of translation professionals who are self-taught without having any specific studies, the course aims at helping either translation students or professional translators familiarize with concepts, methods and problem-solving strategies that are considered necessary during the process. It is organized in four modules where the learner is guided through a series of topics (register, equivalence, decision-making, level of naturalness, Skopos theory etc); after completing these topics, they are given assignments (further reading) and texts to work on in order to practice the skills obtained. The course does not focus on a specific language pair and therefore is suitable for every individual who needs a theoretical background to boost their performance or for institutions seeking to save classroom time but not at the expense of learners’ skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MOOCs" title="MOOCs">MOOCs</a>, <a href="https://publications.waset.org/abstracts/search?q=moodle" title=" moodle"> moodle</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning" title=" online learning"> online learning</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20courses" title=" open courses"> open courses</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20theory" title=" translation theory"> translation theory</a> </p> <a href="https://publications.waset.org/abstracts/103682/developing-a-moodle-course-for-translation-theory-and-methodology-the-importance-of-theory-in-translation-studies-and-its-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/103682.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Review of Currently Adopted Intelligent Programming Tutors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rita%20Garcia">Rita Garcia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Intelligent Programming Tutors, IPTs, are supplemental educational devices that assist in teaching software development. These systems provide customized learning allowing the user to select the presentation pace, pedagogical strategy, and to recall previous and additional teaching materials reinforcing learning objectives. In addition, IPTs automatically records individual’s progress, providing feedback to the instructor and student. These tutoring systems have an advantage over Tutoring Systems because Intelligent Programming Tutors are not limited to one teaching strategy and can adjust when it detects the user struggling with a concept. The Intelligent Programming Tutor is a category of Intelligent Tutoring Systems, ITS. ITS are available for many fields in education, supporting different learning objectives and integrate into other learning tools, improving the student's learning experience. This study provides a comparison of the IPTs currently adopted by the educational community and will focus on the different teaching methodologies and programming languages. The study also includes the ability to integrate the IPT into other educational technologies, such as massive open online courses, MOOCs. The intention of this evaluation is to determine one system that would best serve in a larger ongoing research project and provide findings for other institutions looking to adopt an Intelligent Programming Tutor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20education%20tools" title="computer education tools">computer education tools</a>, <a href="https://publications.waset.org/abstracts/search?q=integrated%20software%20development%20assistance" title=" integrated software development assistance"> integrated software development assistance</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20programming%20tutors" title=" intelligent programming tutors"> intelligent programming tutors</a>, <a href="https://publications.waset.org/abstracts/search?q=tutoring%20systems" title=" tutoring systems"> tutoring systems</a> </p> <a href="https://publications.waset.org/abstracts/66918/review-of-currently-adopted-intelligent-programming-tutors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66918.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">317</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Enabling UDP Multicast in Cloud IaaS: An Enterprise Use Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Patrick%20J.%20Kerpan">Patrick J. Kerpan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryan%20C.%20Koop"> Ryan C. Koop</a>, <a href="https://publications.waset.org/abstracts/search?q=Margaret%20M.%20Walker"> Margaret M. Walker</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20P.%20Swan"> Chris P. Swan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The User Datagram Protocol (UDP) multicast is a vital part of data center networking that is being left out of major cloud computing providers' network infrastructure. Enterprise users rely on multicast, and particularly UDP multicast to create and connect vital business operations. For example, UPD makes a variety of business functions possible from simultaneous content media updates, High-Performance Computing (HPC) grids, and video call routing for massive open online courses (MOOCs). Essentially, UDP multicast's technological slight is causing a huge effect on whether companies choose to use (or not to use) public cloud infrastructure as a service (IaaS). Allowing the ‘chatty’ UDP multicast protocol inside a cloud network could have a serious impact on the performance of the cloud as a whole. Cloud IaaS providers solve the issue by disallowing all UDP multicast. But what about enterprise use cases for multicast applications in organizations that want to move to the cloud? To re-allow multicast traffic, enterprises can build a layer 3 - 7 network over the top of a data center, private cloud, or public cloud. An overlay network simply creates a private, sealed network on top of the existing network. Overlays give complete control of the network back to enterprise cloud users the freedom to manage their network beyond the control of the cloud provider’s firewall conditions. The same logic applies if for users who wish to use IPsec or BGP network protocols inside or connected into an overlay network in cloud IaaS. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=protocols" title=" protocols"> protocols</a>, <a href="https://publications.waset.org/abstracts/search?q=UDP%20multicast" title=" UDP multicast"> UDP multicast</a>, <a href="https://publications.waset.org/abstracts/search?q=virtualization" title=" virtualization"> virtualization</a> </p> <a href="https://publications.waset.org/abstracts/32008/enabling-udp-multicast-in-cloud-iaas-an-enterprise-use-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32008.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">590</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Massive Open Online Course about Content Language Integrated Learning: A Methodological Approach for Content Language Integrated Learning Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Zezou">M. Zezou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CLIL" title="CLIL">CLIL</a>, <a href="https://publications.waset.org/abstracts/search?q=cMOOC" title=" cMOOC"> cMOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=lesson%20plan" title=" lesson plan"> lesson plan</a>, <a href="https://publications.waset.org/abstracts/search?q=LMOOC" title=" LMOOC"> LMOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC%20criteria" title=" MOOC criteria"> MOOC criteria</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOC" title=" MOOC"> MOOC</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=xMOOC" title=" xMOOC"> xMOOC</a> </p> <a href="https://publications.waset.org/abstracts/61066/massive-open-online-course-about-content-language-integrated-learning-a-methodological-approach-for-content-language-integrated-learning-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S3 Products) for Higher Education </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20Miranda">J. Miranda</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Chavarr%C3%ADa-Barrientos"> D. Chavarría-Barrientos</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Ram%C3%ADrez-Cadena"> M. Ramírez-Cadena</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20E.%20Mac%C3%ADas"> M. E. Macías</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Ponce"> P. Ponce</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Noguez"> J. Noguez</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20P%C3%A9rez-Rodr%C3%ADguez"> R. Pérez-Rodríguez</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20K.%20Wright"> P. K. Wright</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Molina"> A. Molina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Higher education methods need to evolve because the new generations of students are learning in different ways. One way is by adopting emergent technologies, new learning methods and promoting the maker movement. As a result, Tecnologico de Monterrey is developing Open Innovation Laboratories as an immediate response to educational challenges of the world. This paper presents an Open Innovation Laboratory for Rapid Realization of Sensing, Smart and Sustainable Products (S<sup>3</sup> Products). The Open Innovation Laboratory is composed of a set of specific resources where students and teachers use them to provide solutions to current problems of priority sectors through the development of a new generation of products. This new generation of products considers the concepts Sensing, Smart, and Sustainable. The Open Innovation Laboratory has been implemented in different courses in the context of New Product Development (NPD) and Integrated Manufacturing Systems (IMS) at Tecnologico de Monterrey. The implementation consists of adapting this Open Innovation Laboratory within the course’s syllabus in combination with the implementation of specific methodologies for product development, learning methods (Active Learning and Blended Learning using Massive Open Online Courses MOOCs) and rapid product realization platforms. Using the concepts proposed it is possible to demonstrate that students can propose innovative and sustainable products, and demonstrate how the learning process could be improved using technological resources applied in the higher educational sector. Finally, examples of innovative S<sup>3</sup> products developed at Tecnologico de Monterrey are presented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title=" blended learning"> blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=maker%20movement" title=" maker movement"> maker movement</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20product%20development" title=" new product development"> new product development</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20innovation%20laboratory" title=" open innovation laboratory"> open innovation laboratory</a> </p> <a href="https://publications.waset.org/abstracts/67866/open-innovation-laboratory-for-rapid-realization-of-sensing-smart-and-sustainable-products-s3-products-for-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67866.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">395</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> ABET Accreditation Process for Engineering and Technology Programs: Detailed Process Flow from Criteria 1 to Criteria 8</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amit%20Kumar">Amit Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajdeep%20Chakrabarty"> Rajdeep Chakrabarty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ganesh%20Gupta"> Ganesh Gupta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper illustrates the detailed accreditation process of Accreditation Board of Engineering and Technology (ABET) for accrediting engineering and Technology programs. ABET is a non-governmental agency that accredits engineering and technology, applied and natural sciences, and computing sciences programs. ABET was founded on 10th May 1932 and was founded by Institute of Electrical and Electronics Engineering. International industries accept ABET accredited institutes having the highest standards in their academic programs. In this accreditation, there are eight criteria in general; criterion 1 describes the student outcome evaluations, criteria 2 measures the program's educational objectives, criteria 3 is the student outcome calculated from the marks obtained by students, criteria 4 establishes continuous improvement, criteria 5 focus on curriculum of the institute, criteria 6 is about faculties of this institute, criteria 7 measures the facilities provided by the institute and finally, criteria 8 focus on institutional support towards staff of the institute. In this paper, we focused on the calculative part of each criterion with equations and suitable examples, the files and documentation required for each criterion, and the total workflow of the process. The references and the values used to illustrate the calculations are all taken from the samples provided at ABET's official website. In the final section, we also discuss the criterion-wise score weightage followed by evaluation with timeframe and deadlines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Engineering%20Accreditation%20Committee" title="Engineering Accreditation Committee">Engineering Accreditation Committee</a>, <a href="https://publications.waset.org/abstracts/search?q=Computing%20Accreditation%20Committee" title=" Computing Accreditation Committee"> Computing Accreditation Committee</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20indicator" title=" performance indicator"> performance indicator</a>, <a href="https://publications.waset.org/abstracts/search?q=Program%20Educational%20Objective" title=" Program Educational Objective"> Program Educational Objective</a>, <a href="https://publications.waset.org/abstracts/search?q=ABET%20Criterion%201%20to%207" title=" ABET Criterion 1 to 7"> ABET Criterion 1 to 7</a>, <a href="https://publications.waset.org/abstracts/search?q=IEEE" title=" IEEE"> IEEE</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20Board%20of%20Accreditation" title=" National Board of Accreditation"> National Board of Accreditation</a>, <a href="https://publications.waset.org/abstracts/search?q=MOOCS" title=" MOOCS"> MOOCS</a>, <a href="https://publications.waset.org/abstracts/search?q=Board%20of%20Studies" title=" Board of Studies"> Board of Studies</a>, <a href="https://publications.waset.org/abstracts/search?q=stakeholders" title=" stakeholders"> stakeholders</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20objective" title=" course objective"> course objective</a>, <a href="https://publications.waset.org/abstracts/search?q=program%20outcome" title=" program outcome"> program outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=articulation" title=" articulation"> articulation</a>, <a href="https://publications.waset.org/abstracts/search?q=attainment" title=" attainment"> attainment</a>, <a href="https://publications.waset.org/abstracts/search?q=CO-PO%20mapping" title=" CO-PO mapping"> CO-PO mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=CO-PO-SO%20mapping" title=" CO-PO-SO mapping"> CO-PO-SO mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=PDCA%20cycle" title=" PDCA cycle"> PDCA cycle</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20certificates" title=" degree certificates"> degree certificates</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20files" title=" course files"> course files</a>, <a href="https://publications.waset.org/abstracts/search?q=course%20catalogue" title=" course catalogue"> course catalogue</a> </p> <a 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