Contemporary Educational Technology,
Journal Year:
2024,
Volume and Issue:
17(1), P. ep550 - ep550
Published: Dec. 5, 2024
Blended
massive
open
online
courses
(bMOOCs)
have
emerged
as
a
potential
educational
model
that
combines
conventional
in-person
instruction
with
learning.
The
investigation
into
students’
level
of
interaction
in
bMOOCs
is
significant
to
the
effective
implementation
higher
education.
This
study
investigates
perceived
student
their
peers,
instructors,
content,
and
technology
bMOOC
environments,
relationship
between
satisfaction,
ways
enhancing
interaction.
research
employs
mixed-method
data
collection
approach,
including
qualitative
semi-structured
interviews
quantitative
analysis,
participation
339
students
at
education
institution
Vietnam.
findings
reveal
was
quite
high.
Student
offline
classes
preferred
environment.
Besides,
types
satisfaction
were
positively
correlated.
paper
also
addresses
possible
suggestions
for
maximizing
environments
practical
implications
practices
Informatics,
Journal Year:
2025,
Volume and Issue:
12(1), P. 31 - 31
Published: March 19, 2025
Massive
Open
Online
Courses
(MOOCs)
have
become
increasingly
prevalent
in
higher
education,
with
the
COVID-19
pandemic
further
accelerating
their
integration,
particularly
developing
countries.
While
MOOCs
offered
a
vital
solution
for
educational
continuity
during
pandemic,
factors
influencing
students’
sustained
engagement
them
remain
understudied.
This
longitudinal
study
examines
learners’
ThaiMOOC,
incorporating
demographic
characteristics,
usage
log
data,
and
key
predictors
of
adoption
completion.
Our
research
collected
primary
data
from
841
university
students
who
enrolled
ThaiMOOC
as
mandatory
curriculum
component,
using
online
surveys
open-ended
questions
post-course
analysis.
Logistic
regression
analysis
indicates
that
intention,
course
content,
perceived
effectiveness
significantly
predict
Actual
Continued
Usage
(ACU).
Moreover,
gender,
prior
MOOC
experience,
specific
behaviors
emerge
influential
factors.
Content
highlights
importance
local
language
support
desire
safety
pandemic.
Key
elements
driving
ACU
include
video
design,
assessment,
learner-to-learner
interaction.
Technology Pedagogy and Education,
Journal Year:
2023,
Volume and Issue:
33(1), P. 1 - 21
Published: Sept. 13, 2023
Video
lectures
in
massive
open
online
courses
(MOOCs)
provide
an
opportunity
to
not
only
deliver
instructional
content
but
also
engage
learners.
While
there
are
many
different
styles
of
video
lectures,
it
is
clear
how
affect
learner
engagement.
This
study
analysed
and
critiqued
typologies
classified
MOOC
on
a
speaker-centric
media-centric
spectrum.
A
total
1372
survey
responses
were
used
for
data
analysis.
The
findings
indicated
that
the
'media-centric'
'balanced'
enhanced
engagement
varying
degrees
MOOCs
areas.
In
contrast,
'speaker-centric'
style
offered
no
advantages
promoting
any
area.
Effect
sizes
ranged
from
.03
.07,
indicating
had
small
medium
effect
These
can
new
insights
into
design
areas
MOOCs.
Frontiers in Education,
Journal Year:
2024,
Volume and Issue:
9
Published: June 27, 2024
Online
education
has
become
an
integral
part
of
everyday
life.
As
one
form
online
education,
traditional
Massive
Open
Courses
mostly
rely
on
video-based
learning
materials.
To
enhance
accessibility
and
provide
more
variety
the
content,
we
studied
how
podcasts
can
be
integrated
into
courses.
Throughout
three
studies,
investigated
acceptance
impact
made
available
to
learners
platform
openHPI.
studies
applied
different
methodologies,
such
as
a
Posttest-Only
Control
Group
study,
Static-Group
Comparison
.
In
initial
two
identified
that
serve
reasonable
addition
MOOCs,
enabling
additional
just
well
videos,
optimal
podcast
design
for
our
learners.
six-week
courses
cybersecurity
with
than
1,500
learners,
alongside
third
consuming
increase
outcomes
by
up
7.9%.
this
manuscript,
discuss
methodologies
reasoning
behind
decisions
concerning,
e.g.,
structure
or
presentation
taken
inspiration
other
educators.
Cogent Education,
Journal Year:
2024,
Volume and Issue:
11(1)
Published: July 26, 2024
The
ability
to
self-regulate
learning
in
Massive
Open
Online
Courses
(MOOCs)
plays
a
crucial
role
the
success
of
learners.
Previous
studies
indicated
positive
impact
self-regulated
(SRL)
strategies
on
students'
behaviours
and
academic
outcomes
massive
open
online
courses
(MOOCs),
yet
empirical
an
SRL
strategy
intervention
during
their
MOOCs
these
are
still
scarce.
purpose
this
study
was
investigate
skills
explore
perspectives
after
being
taught
MOOCs.
designed
as
convergent
parallel
mixed
methods
approach
which
quantitative
phase
employed
pre-
post-questionnaire
surveys
assess
abilities
before
intervention,
while
semi-structured
interviews
were
used
qualitative
address
effectiveness
treatment.
SPSS
25
run
analyse
data
from
surveys,
thematic
analysis
for
data.
results
increase
goal-setting
environmental
structuring
abilities,
whereas
underscored
importance
Buildings,
Journal Year:
2023,
Volume and Issue:
13(10), P. 2466 - 2466
Published: Sept. 28, 2023
Technological
advancements
and
lower
production
costs
since
the
mid-1990s
have
dramatically
improved
opportunities
for
instructors
to
tailor
self-made
instructional
videos
their
students.
However,
video
technology
has
outpaced
development
of
educational
theory,
causing
consistently
fall
short
pedagogical
potential.
Responding
these
shortcomings,
scholars
from
various
backgrounds
started
publishing
guidelines
help
practitioners
as
they
develop
respective
fields.
Using
a
rapid
literature
review,
this
article
contributes
ongoing
effort
by
synthesizing
theory-based,
best-practice
specific
subcategory
called
supplemental
(SIVs).
SIVs
are
different
other
types
in
that
used
support
magnify
learning
methods,
mediums,
materials
rather
than
substitute
them.
Bringing
synthesized
paper
immediately
into
application,
were
inform
an
undergraduate
course
was
held
Building
Construction
Department
major
public
university
United
States
during
Spring
2020
semester.
The
methods
SIV
systematically
documented
future
researchers
learn
build
from.
