ABSTRACT
Massive Open Online Course (MOOC) enrollment has grown significantly in recent years. After the US, India is leading the world in enrollment growth in MOOCs Programme. India has initiated a number of programmes to provide MOOC courses in response to the rising enrollment from the nation and to meet their educational needs. As an alternative to physically attending classes at a traditional educational institution, online learning technology, which is now a fundamental requirement of modern civilization, is also developing into an affordable, practical information provider as well as a provider of professional courses and educational degrees and this option has just been available through MOOCs (Massive Open Online Courses), particularly in India. India now uses NPTEL, mooKIT, IITBX, and SWAYAM as its course delivery platforms. This paper discusses the aspects of these platforms and provides a theoretical background and technological underpinning for them. The implementation of MOOCs in India and the main obstacles need to be addressed to make the programme a great success
ABSTRACT
The First Affiliated Hospital of Xi'an Jiaotong University has established pediatric MOOCs courses, including the formation of excellent MOOC teachers, the curriculum planning and design of MOOCs, making MOOCs videos, and using MOOCs for teaching activities. The MOOCs for teaching is intuitive, the courses are interesting, and the learning time is flexible. Besides, it is open and resources-sharing, and it also can increase the educational equity. At the same time, it can reduce teachers' burden, improve teaching ability, and improve learning ability of students. Most students and teachers agree that MOOCs are worthy of promotion and application.
ABSTRACT
MOOCs (massive open online courses) is a new curriculum model and teaching form emerging in recent years in the field of education. The characteristics and advantages of MOOCs can make up for the deficiencies in the traditional teaching of pediatric otolaryngology & head and neck surgery, and improve the quality of the course of Otolaryngology-Head and neck surgery in children. In the implementa-tion, the course teaching is divided into four modules, "theoretical teaching module" "case discussion and interaction module" "after-school question answering and feedback module" and "clinical practice module"respectively. These modules are closely linked and connected, which can help enhance interacting with students, feedback teaching effect timely, and then improve the teaching quality and students' self-learning ability, thus make it possible to better cultivate pediatric clinical specialists.
ABSTRACT
ObjectiveTo discuss the features and laws of online learning of graduate studnets in Beijing University of Chinese Medicine (BUCM); To provide references for the directions of guidance and improvement. Methods Graduate students from the grade 2014 in BUCM were set as the investigation objects. Questionnaire was used to investigate students’ online learning experience, learning channels, time frequency, main contents for online learning, learning achievements and shortcomings, and cognitive degree of MOOCs. Students were invited to write down their understanding of online learning and their opinions and suggestions for the new learning mode of combining MOOCs and classroom learning.Results In this survey, 92.16% of graduate students had the experience in online learning; 41.18% of the students did online learning through the campus network; 47.06% of students kept“once a week” frequency of online learning; 54.90% of students learnt through the network mainly used to develop extracurricular knowledge; 66.27% of students thought online learning had a certain learning harvest; 49.41% of students thought complicated network information brought certain problems. In the MOOCs cognitive survey, 43.92% of students did not understand MOOCs completely; 66.27% of students wanted to try MOOCs as a new study mode; 30.98% of students thought the hours of MOOCs should accounts for a quarter of the total class hours.Conclusion Most graduate students have experience in online learning, have certain learning achievements and have expectations for MOOCs teaching.
ABSTRACT
Major emergency efforts are being mounted for each vector-borne disease epidemiological crisis anew, while knowledge about the biology of arthropods vectors is dwindling slowly but continuously, as is the number of field entomologists. The discrepancy between the rates of production of knowledge and its use and need for solving crises is widening, in particular due to the highly differing time spans of the two concurrent processes. A worldwide web based search using multiple key words and search engines of onsite and online courses in English, Spanish, Portuguese, French, Italian and German concerned with the biology of vectors identified over 140 courses. They are geographically and thematically scattered, the vast majority of them are on-site, with very few courses using the latest massive open online course (MOOC) powerfulness. Over two third of them is given in English and Western Africa is particularity poorly represented. The taxonomic groups covered are highly unbalanced towards mosquitoes. A worldwide unique portal to guide students of all grades and levels of expertise, in particular those in remote locations, is badly needed. This is the objective a new activity supported by the Special Programme for Research and Training in Tropical Diseases (TDR).
Subject(s)
Humans , Animals , Disease Vectors , Entomology/education , Insect Control , Insect Vectors , Teaching/statistics & numerical data , Africa , Asia , Cattle , Central America , Disease Transmission, Infectious , Education, Distance/statistics & numerical data , Entomology/statistics & numerical data , Jupiter , Language , North America , South AmericaABSTRACT
The application of MOOCs (massive open online courses) in internal medicine education is feasible with the construction of MOOCs in internal medicine, internet and mobile terminal availability, and the improvement of college student quality. We reviewed the progress of MOOCs in the medical teach-ing. The chapter of coronary heart disease was exemplified to illustrate how to apply MOOCs in internal medicine teaching. The MOOCs was carried out with the following steps: the share of MOOCs courses, self-guided learning, online question and answer section, in-class teaching and exams post MOOCs, which achieved good teaching effect, enhanced students' subjectivity, and promoted the sharing of high-quality medi-cal teaching resources. At the same time, in view of the limited nature of MOOCs in internal medicine, we need to overcome it in the development of teaching practice.
ABSTRACT
The emergence of Massive Open Online Courses ( MOOCs ) has provided enormous resources to blended learning and flipped classroom .By taking “Doctor-Patient Communication” as an example , this article discusses how to utilize MOOCs , online resources and popular technology platforms to construct a new -type teach-ing mode based on blended learning .The study found that MOOCs meet students′diverse learning needs , improve the students′ability to solve problems , improve the students′learning autonomy , changing the traditional way of ex-amination and evaluation , promoting the improvement of the teachers and students comprehensive quality , also im-prove the teaching effect , promote the teaching reform and practice .
ABSTRACT
After the characteristics of MOOCs and its consistency with library service were analyzed according to its development at present , the opportunity and challenges with which the library is faced in MOOCs environment were described, including service for different users, copyright crisis, and knowledge service, the strategies the library should take were put forward, including exploration of new copyright service field, improvement of users'informa-tion literacy, learning of big data, and perfection of MOOCs service.