Conference Paper

Designing and Implementing a Massive Open Online Course: Lessons Learnt

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Abstract

In this paper, we describe the design, implementation, and evaluation of a Massive Open Online Course, or MOOC, on good practice in the application of Intellectual Property. It is aimed primarily at teachers and students, and taught in Spanish. We have used the Spanish legislation on Intellectual Property. This paper outlines the structure and content of a course developed on an ad-hoc basis, and describes its evaluation by participants in questionnaires and a final survey. The results of the initial questionnaire are framed by a) the participant's profile, and b) by consideration of the MOOC´s implementation, given the results of the satisfaction survey. In this paper we describe the advantages of the MOOC and identify areas for improvement.

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... [10][11][12][13], pedagogical design of MOOCs e.g. [14], issues on learners satisfaction with MOOCs for learning e.g. [15] and learners engagement on MOOC platforms e.g. ...
... We also noted that most of these studies obtained the dataset from Coursera, Udacity, EdX, FutureLearn and XeutangX MOOCs platform. Other common methods of data collection found in MOOCs are: discussion forum (33), observation (14), learner analytics (12) and ethnography (3). ...
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Massive open online courses (MOOCs) have revolutionized todays education by offering a global accessible form of online learning. Over the years, MOOCs have been an attractive research area and have yielded an ample amount of research publications. However, the existing review studies in MOOCs are characterized by short year coverage or focusing on a specific theme. As such, a systematic mapping methodology was adopted to provide a fine-grain overview of MOOC research domain by identifying the quantity, types of research, available results and publication trends in educational aspects of MOOCs from 2009 to 2018. Key findings show that I) MOOC research have been on the rise since MOOCs became mainstream in 2011. II) MOOC research largely resides in the United States and few European countries. II) Most of MOOC studies focused on addressing learners’completion/dropout/retention. In addition, we proposed some recommendations for future research on MOOCs.
... Bueno García et al., 2017;Sein- Echaluce et al., 2018). ...
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Places to Go: Connectivism & Connective Knowledge
  • S Downes
  • Downes S.
Downes, S. 2008. Places to Go: Connectivism & Connective Knowledge. Innovate: Journal of Online Education, 5, 1, Article 6. Retrieved from http://nsuworks.nova.edu/innovate/vol5/iss1/6