ABSTRACT
Due to the outbreak of the coronavirus pandemic and the total confinement imposed on all countries to prevent the spread of the virus, Massive open online courses (MOOC) systems have been widely used in recent years, and have attracted more attention in educational institutions, especially. But MOOCs intended for learning practical work have not been adequately addressed. However, everyone knows that the chances of dropping out of MOOCs are very high compared to conventional offline courses. Researchers have implemented extensive and diverse methods to determine the reasons behind learner attrition or lack of interest to apply timely interventions. We decided to address the dropout problem due to the lack of motivation among learners, with special practical works MOOCs. We have hybridized two methodologies: cognitive levels of learners, namely, Bloom's taxonomy and Grimard's pyramid for motivation this hybridization allowed us to create a new categorization for practical works, and we propose a new MOOC for learning practical works activities for programming languages in computer science. The main objective of this MOOC platform is to automatically generate practical works of different levels of complexity to be solved according to the level of motivation related to the learner. It composed into three principal components: IMMS survey component, motivation component, and practical works generator component.
ABSTRACT
Affected by the Coronavirus Disease (COVID-19) pandemic, almost all students in China have to study online at home from February to June, 2020. In this paper, we discussed the forms of online courses and took Jiangsu Normal University as an example to introduce the online courses of remote sensing in China. The results of the satisfaction survey show that more than 90% of the respondents agree with online courses and believe that online courses can at least meet basic learning needs in the age of COVID-19, and more than 60% of respondents claimed that they had met or exceeded their learning expectations. The major advantages of online course include reducing the gathering of people and thus the risk of infection. However, there are still some problems with online courses, and we hope that these problems can be solved well in the future. © 2021 IEEE
ABSTRACT
Purpose: This study aims to show how a massive open online course (MOOC) can be used as an educational tool to diffuse specialised corporate sustainability research globally to a broad range of learners. Design/methodology/approach: This study is based on insights from the design and implementation of a sustainable fashion MOOC. The MOOC was launched in late 2019 on a global learning platform and has recently passed 40,000 enrolments (February 2022). The presentation of the MOOC draws on quantitative and qualitative data available to instructors on the global learning platform. Findings: Based on the data about the learners and their use of the MOOC, this study demonstrates how MOOC can be a powerful tool to diffuse sustainability research to new groups of learners, who differ significantly from the typical students at business schools and universities in the West. Moreover, the findings also demonstrate how the COVID-19 pandemic had a significant impact on the MOOC’s popularity. Originality/value: This study provides new empirical evidence on how sustainability research can be translated into online education material of relevance for a broad range of learners from around the world. Moreover, the study also points to the number of practical and structural challenges linked to the future mainstreaming of MOOCs and other types of online education material. © 2022, Emerald Publishing Limited.