The widespread discussion about the potential of MOOCs has stimulated universities and enterprises to develop courses using private MOOC providers and mainly open MOOC platforms on their own technological infrastructure. Nevertheless, the design of attractive courses for large scale e-learning and practical guidelines to design for learning in MOOCs remain a challenge. In this paper, firstly, w...

Connective massive open online courses (MOOC) for teachers from Ukraine and Russia were conducted in 2011-2013. They were: Strategy of Distance Learning in the Organization, Social Services in Distance Learning, Distance Learning from A to Z, Designing Online Courses. The accumulated experience allowed to develop recommendations for each ADDIE step of MOOC designing for the Russian-speaking aud...

PHP187 THe FuTure oF educaTion in HTa and HealTH economics Carroll C., Beecroft C., Miller L. The University of Sheffield, Sheffield, UK Objectives: An increasing range of online education is available to those working in the field of pharmaco-economics and Health Technology Assessment (HTA). The aim of this study was to explore the market for free online education in HTA and to assess the prac...

The research project has developed a design framework for an adaptive hybrid MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of pedagogical design principles that can be used to design courses for teacher professional development. The project is methodologically inspired by Design Based Research.

The paper describes empirical investigations of how participants in a MOOC learn, and the implications for MOOC design. A learner capabi lity to generate higher order learning in MOOCs — called crowd-sourced learning (C-SL) capability — was defined from learning science literature. The capability comprised a complex yet interrelated array of attitudes, beliefs, and understandings about learning...

Massive Open Online Course (MOOC) is a course designed for unlimited participation and can be accessed by anyone through the Web. As a promising education form, it has attracted lots of attentions from institutions, learners and employers [68]. However, the effectiveness and fairness of MOOC have been encroaching by academic dishonesty. Academic dishonesty is defined as using dishonest means to...

We studied student learning in the MOOC “Mechanics ReView”, run on the edX.org open source platform as 8.MReV. We administered 13 conceptual questions both before and after the instructional period, analyzing the results using standard techniques for pre post testing. Our students had a normalized gain slightly higher than typical values for a traditional course but lower than typical values fo...

BACKGROUND Massive open online courses (MOOCs) have become immensely popular in a short span of time. However, there is very little research exploring MOOCs in the discipline of health and medicine. OBJECTIVE We aim to provide a review of MOOCs related to health and medicine offered by various MOOC platforms in 2013, by analyzing and comparing the various offerings, their target audience, typ...

Massive Open Online Courses (MOOCs) open up learning opportunities to a large number of people. A small percentage (around 10%) of the large numbers of participants enrolling in MOOCs manage to ?nish the course by completing all parts. The term ‘dropout’ is commonly used to refer to ‘all who failed to complete’ a course, and is used in relation to MOOCs. Due to the nature of MOOCs, with student...