Massive Open Online Courses (MOOCs)

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A Plataforma Negro Cosme de Cursos Livres é uma iniciativa do Governo do Maranhão, através da Secretaria de Estado da Ciência, Tecnologia e Inovação. A criação desta ferramenta atende a uma das metas da pasta de Ciência e Tecnologia no que tange aos eixos de fortalecimento da educação profissional e tecnológica, fortalecimento
da cidadania digital e democratização do acesso ao conhecimento, estabelecidas para o quadriênio 2015/2018.

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The recommendation of the Digital Agenda Assembly 2012 to address the flexible development of suitable socio-technical skills and expertise through open education and MOOCs in order to upskill the workforce in mass scale and increase employment in Europe faces three challenges:
1. increase MOOC quantity,
2. speed-up MOOC delivery and
3. improve MOOC quality.
The presentation argues that a crowd-sourced open education ecosystem, called MOOC Agora, can address the first two challenges by implementing an 8-stage MOOC for a realistic employment business circle. Furthermore, I propose a new, qualification-centered format of MOOCs, the qMOOC, in order to address the third challenge.

As a crucial factor that affects the learning performance in MOOC, self-regulated learning (SRL) has elicited considerable interest. Self-regulated learners can manage their learning activities efficiently, however, researchers indicate that MOOC learners do not adequately self-regulate their learning. Thus, providing support to facilitate self-regulated learning skill is important. This study examines the quality factors that affecting self-regulated learning in MOOC environment. Using a structured questionnaire derived from the literature, data was collected from 1000 undergraduate students from 5 public universities in Malaysia. The questionnaire consisted of 2 sections. The first section collected the demographic data, the second section educed data about self-regulated learning, information quality, service quality and system quality. Through Partial Least Squares Structural Equation Modeling (PLS-SEM) technique, the relationships between the quality factors and self-regulated learning were obtained. Statistical findings revealed that service quality factor influence self-regulated learning positively in MOOC. The findings provide by the study may give an empirically justified foundation for those who concerned to develop strategies for encouraging the adoption of MOOC.

The objective of this study is to develop and validate the MOOC Success Scale (MOOC-SS) in the Malaysian context. Further, this study ascertains the influence of MOOC success factors on learner satisfaction. Based on an elaborate literature study, six factors related to MOOC success were derived: (1) system quality, (2) information quality, (3) service quality, (4) attitude, (5) course quality, and (6) satisfaction. The data were collected from 1000 undergraduate students from 5 public universities in Malaysia with a return of 622 responses. The instrument was tested in several ways: (a) review the literature, (b) formulating hypotheses (c) items generation, (d) expert opinion, and (e) pilot test. Thereafter, the scale’s reliability and validity were calculated, which appeared to be excellent. The results of the principal component analysis (PCA) empirically confirmed that the MOOC success scale with six factors and 33 items is strong enough to recommend its use in MOOC settings. Further, the finding of the predictive validity indicated that system quality, attitude, and course quality appeared to predict satisfaction toward MOOC. The instrument can be used by academicians, practitioners, and policymakers to monitor the MOOC success factors. Further research would be needed to generalize this research to other populations.

Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.

The paper explores the extent to which the use of Open Educational Resources (OER) can enhance international partnerships among universities. In order to validate the hypothesis that the use of OER can positively contribute to transformational partnerships, we have collected cases of OER-enhanced international cooperation and we have classified them in six patterns: OER contextualization, knowledge sharing on Open Education, collaboration through MOOC platforms, virtual mobility schemes, collaborative open courses development, and collaborative accreditation of non-formal learning. Following an analysis of these patterns through the lenses of institutional engagement and transformational impact, we argue that the use of OER can have an potential transformational impact on the way universities collaborate and work in increasingly complex and international contexts, mainly thanks to the collaborative knowledge building and the stakeholders' engagement dynamics that the use of OER can foster.

This study aims to explore the current published research on Language Massive Open Online Courses (LMOOCs), outlining the types of papers, countries where studies were performed and institutions devoted to this field. Also, it intends to classify the reviewed literature following a general categorisation of MOOCs , and to identify the main trends and topics of interest for LMOOC researchers. Results show that there is still a lack of LMOOC-related articles in CALL (computer assisted language learning) journals, since most of the publications in the period reviewed (2012-18) are conference papers. The country in which most studies have been done so far is Spain and Universidad Nacional de Educación a Distancia (UNED) is currently the most active institution in this area. Within the taxonomy established, the most popular categories of studies focused on LMOOC participants or providers and case studies. Systematic review of the published literature indicated that research trends in LMOOCs studies comprise: 1) conceptualisation of LMOOCs and their distinctive features; 2) attempts to find the most suitable model for language teaching and learning beyond the xMOOC/cMOOC dichotomy; 3) suitability of LMOOCs for languages for specific purposes (LSP) courses; 4) focus on the learners and their motivation and experience throughout the course; 5) reflection on the new role of the teacher; 6) instructional design and how it affects participants’ learning and possible attrition; and 7) importance of social learning in LMOOCs. Nevertheless, LMOOCs is still an emerging field in need of further serious studies.

Massive open online courses (MOOCs) are a recent but widely accepted e-learning initiative. World ranking universities have taken initiatives to offer diverse programs based on the learners' needs and demands. Thus, learners from different corners of the world including developed as well as developing countries are reaping benefits from MOOCs. Regardless of these benefits, Uganda as a developing country has not yet established any platform to incorporate MOOCs in her tertiary education. Additionally, there is lack of evidence to show the necessity of implementing MOOCs, more particularly from the students' perspective in Uganda's education system. In order to start finding ways to help students interested in MOOCs, there is a need to investigate how these students view and understand MOOCs. The main purpose of this study is to investigate the emerging possibilities for quality education in Uganda through MOOCs.A quantitative research approach was selected as a research methodology for this study. 74 computer discipline students from four universities in Uganda participated in a structured questionnaire that was constructed to achieve the research purposes. Quantitative descriptive analysis of the results revealed that: majority of the students found MOOCs platform to be useful in their learning contexts and they showed positive attitudes towards attaining MOOCs programs. However, the study revealed that there are not enough resources available for a successful MOOCs implementation in the country. The findings of this study provide empirical evidence for the need of MOOCs in improving access to education. The study offers recommendations for the policy makers and educators to introduce ICT policies to backup the introduction of MOOCs in Uganda's education system as well as financing and supervising the implementation of MOOCs in Uganda.

Open Educational Resources (OER) are widely viewed as having the potential to open up access to educational opportunities at all levels. However, issues of access, openness and free use are complex and contested. OER are considered to be high on the agenda of social and inclusion policies of governments that want to leverage education and lifelong learning for the knowledge economy and society. Although supported by many stakeholders in the educational sphere, their use in higher education and adult education has not yet reached a critical threshold. This is posing an obstacle to the seamless provision of high quality learning resources and practices for citizens’ lifelong learning. The current focus in OER is mainly on building more access to digital content and delivering of OER, through the dominant model of teacher-centred knowledge transfer, reflecting limited effect on equipping students, the adult learners and the underprivileged with the required competencies, knowledge and skills for successful participation.
This paper critically reviews recent literature on OER at the backdrop of above, and especially from the point of view of widening access to lifelong learning, which suggests that so far OER are having limited impact on educational inequality. The overarching goals are to improve the creation and discovery of OER material for workplace learning as well as strive towards ensuring inclusive and equitable quality education and promote lifelong learning opportunities for all. As the review shows, there are two key challenges: i) the first challenge is in respect of content creation and curation i.e. the process of making OER material available to the general public, how to maintain the resources and how to get feedback on it; and ii) the second challenge is in respect of searching and locating i.e. to easily find OER material and discern its usefulness in their specific learning context.

В условиях глубоких изменений, вызываемых Четвертой промышленной революцией, Социалистическая Республика Вьетнам (СРВ) может не оказаться в числе ее бенефициаров. Исследовательский вопрос данной статьи состоит в том, почему система высшего образования Вьетнама не в состоянии эффективно реагировать на вызовы, генерируемые прорывными технологиями. Отдельные аспекты этой проблемы были рассмотрены К. Швабом, Г.Шериданом, Д. Тальони, М.Хайденом, С.Рязанцевым, Н.Кузнецовым, Хюинь Фу, Ле Тхи Ким Ань, Нгуен Хонг Минь и другими исследователями, однако специализированные работы, определяющие степень готовности образовательной системы СРВ дать своевременный и комплексный ответ на предстоящие трансформации, до настоящего времени не опубликованы. Научная новизна статьи состоит в увязке выявляемых последствий Четвертой промышленной революции для СРВ с готовностью вьетнамской системы высшего образования использовать их с максимальной выгодой для страны.
Методология исследования включает качественные и количественные составляющие. Оно фундировано такими первоисточниками, как материалы, опубликованные Министерством планирования и инвестиций СРВ, Центральным Комитетом Коммунистической партии Вьетнама, высшими учебными заведениями Вьетнама. Также использованы речи и интервью руководителей и официальные статистические данные Вьетнама.
Основные результаты исследования состоят в выявлении потенциала системы высшего образования Вьетнама в решении проблем, порождаемых Четвертой промышленной революцией, принимая во внимание накопившиеся к настоящему времени недостатки, а также готовности этой системы функционировать в реалиях глобальной цифровой образовательной среды.

Facing the profound transformations generated by the forthcoming Fourth Industrial Revolution, the Socialist Republic of Vietnam (SRV) may not turn out to be among its beneficiaries. The research question of this paper is why Vietnam’s system of higher education is not able to effectively respond to the challenges resulting from the disruptive technologies. While selective aspects of this problem have been captured by K. Schwab, G. Sheridan, D. Taglioni, M. Hayden, S. Ryazantsev, N. Kuznetsov, Huynh Phu, Le Thi Kim Anh, Nguyen Hong Minh and other researchers, a cutting-edge study focusing on the ability of Vietnam’s education system to timely and comprehensively respond to the upcoming transformations has been absent thus far. The academic novelty of this paper is its analytical prism linking the identification of the presumed repercussions of the Fourth Industrial Revolution upon Vietnam with the readiness of the SRV’s system of higher education to make use of them to the country’s greatest advantage.
The approach to the research question represents the synergy of qualitative and quantitative methods. The study is founded on primary sources and includes materials published by the SRV’s Ministry of Planning and Investment, the Central Committee of the Communist Party of the SRV, Vietnam’s higher education institutions, speeches and interviews with Vietnamese government officials, and statistical data.
The principal findings of the study represent the identification of the potential of Vietnam’s higher education system to meet the challenges stemming from the Fourth Industrial Revolution, while taking into account its accumulated shortcomings and the present preparedness to be involved in the worldwide digital teaching and learning environment.

Massive Online Open Courses (MOOCs) are open educational activities that allow for distance learning and professional updating, although the academic community has questioned their effectiveness due to their low completion rates. This research analyzes which factors (personal, family, social, labor, and instructional design) are involved in the value expectations and engagement of the MOOCs and to what degree these affect the decision to enroll and the completion of the MOOC. To this end, in the context of 12 MOOCs on energy sustainability carried out between 2017 and 2018, 8737 participants were surveyed using two instruments designed according to theoretical constructs and expert judgment. The main results show that all the factors reviewed influence the decision to take a MOOC, although the "professional development" aspect has the most significant impact on participants who have graduated from technical and engineering careers. Additionally, this study emphasizes that the "instructional design" factor is decisive in the engagement of younger participants, showing that the conventional design of xMOOCs (Stanford Model) may be one of the most important reasons for the low completion rates of this type of course.

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This paper aims at understanding MOOC learners' activity patterns, taking into account factors like personal schedule, traditional working hours, domestic time, nighttime and their relation with MOOC course opening hours, live sessions, essay submission deadlines… Are MOOC learners adopting nonstandard learning schedules? Does the MOOC schedule determine the connection patterns of the learners? Four search topics and findings emerge from our research A/Observations related to the density of learning activity B/A weekly typology of learning days, C/Attraction for a "live" contact point, D/The "21:00 effect". Finally, we suggest a series of best practices for MOOC design.