Coursera
153313869
Studying User Satisfaction with the MOOC Platform Interfaces Using the Example of Coursera and Open Education Platforms
The advantages of online courses over traditional education lie in the availability of individual training programs, but now the problem of involving and keeping students on the course is urgent for MOOC. Thus, despite the fact that test results on the reasons for unsuccessful completion of online courses by students are different, one of the identified factors was the interface design, while the problem of the influence of the interface on users is not adequately studied. In the present paper, a methodology for studying two different MOOC online platforms was developed, in order to identify factors that are more favorable for user convenience, as well as to identify the best design solutions. A comparative analysis of two MOOC platforms (Coursera and Open Education) made it possible to identify the best behavioral patterns and understand which details of the design of the online platform should be paid attention to and which should not. After carrying out a theoretical analysis and forming the methodology of work, as well as performing an experiment, recommendations were formulated for the development of the user interface of the Open Education platform.
ICBDE?19
Olga N Korableva Thomas Durand Olga V Kalimullina Irina Stepanova
226083305
Analysis of Acceptance of Coursera e learning System at XYZ College
The development of universities in the future is expected to no longer rely on building facilities as a lecture center, but rather based on information technology. XYZ University has been established since 2012 and also participates in implementing e learning systems to support learning facilities. Therefore, this study is used to measure perceptions of student acceptance of the ease and usefulness of the e learning Coursera system at XYZ University. This study looks for factors that can influence the acceptance of e learning Coursera systems in XYZ University. Indicators of the factors that become this are taken from various previous studies. The research model was then tested with data from the field empirically using questionnaires. In measuring perception, the Technology Acceptance Model (TAM) method is an option to see the effect of student acceptance and compile using SMART PLS 3. The method of collecting data using a questionnaire, which means it is very dependent on the quality of the answers of the respondents, namely students. Hopefully this research can provide information about the perception of student acceptance of the ease and usefulness of the e learning Coursera system at XYZ University. Keyword: Technology Acceptance Model (TAM) e learning, Coursera, SMART PLS 3
Putri Yuni Lestari
222080908
Distance Learning Nowadays: the Usage of Didactic Potential of MOOCs (on platforms Coursera, edX, Universarium) in Higher Education.
The challenges of the present days not only identify trends but also arrange priorities in high education. Distance format has replaced (temporarily or not) offline learning and has determined new approaches in educational process organization. Massive Open Online Courses (MOOCs) have already been functioning for several years, but right now they can be the part of that 'didactic airbag' that can help universities to ensure training of high quality. The most MOOCs are accumulated in international learning platforms like Coursera, edX, Udacity and others. These providers offer open access courses of different programs with verified content. The integration of MOOCs in traditionally training courses and programs requires from the teachers specific skills and abilities which make up digital competence. In the context of MOOCs integration in traditional educational process the components of digital competence are to be clarified in accordance with digital and technical opportunities of the international learning platforms. The present paper compares language online courses offered by three large educational platforms American Coursera and edX and Russian Universarium from the point of view of their digital facilities and didactic possibilities (training, checking, evaluating resources) that would help the practicing teacher to choose the most convenient learning platform and the appropriate courses to be integrated in high education.
Svetlana N Bezus Kholik A Abduzhalilov Lilia K Raitskaya
220074224
The Impact of MOOC Instructor Group Diversity on Review Volume and Rating Coursera Specialization as an Example
Massive open online courses (MOOCs) have attracted increasing attention. Instructors, as an important component of MOOC online collaboration, have not received sufficient attention. Therefore, this paper constructs a hierarchical linear model (HLM) with time variables to study how the instructor group diversity of Coursera specialization affects group performance and how the instructor group diversity of the specialization changes with time. This paper chooses instructor groups of all Coursera specializations from May to October 2018 as the empirical research object, obtains 397 specialization courses, and calculates and analyzes the research object. The results show the following. (1) The duration difference in the continuous opening course by instructor group has a significantly negative impact on the review volume and rating of the specialization, but the negative impact gradually decreases up to a point. Beyond that point, the review volume and rating increase with the increase in duration difference in the continuous opening courses by instructor group. (2) The difference in the teaching field by instructor group has a significantly positive impact on the specialization review volume, but the positive impact gradually decreases up to a point. Beyond that point, the specialization review volume decreases with the increase in the difference of the instructor group teaching field. Unexpectedly, the difference in the instructor teaching field has no significant impact on the specialization rating. (3) In a specialization, the duration difference in the continuous opening course by instructor group decreases significantly over time, as does the difference in the teaching field. Therefore, some suggestions are proposed for the future construction of Coursera specialization.
IEEE Access
Bing Wu Yannan Zhou
225276568
Contribution of developed countries towards MOOCs: an exploration and assessment from a representative platform Coursera
The recent spate of eminence received by the MOOCs (massive open online courses) from media to academia is revolutionary in higher education. MOOCs are a disruptive technological innovation which offers open learning with the aid of the internet and delivered by the faculty of reputed institutions, globally. Since Coursera being one such significant platform, its exploration would display the broader picture of MOOCs. As a result, studying it from various dynamics has been the motive of the current endeavour.,The quantitative study of the collected data was applied with help of descriptive research methodology to measure the contribution of the top six countries namely US, China, Japan, Germany, India and UK. All these six countries were selected on the basis of GDP (harvested from official website World Bank data.worldbank.org/ to Coursera an online platform providing MOOCs. The involvement of these selected countries was gauged (from the official website of Coursera https:/www.coursera.org/ in terms of number, type of contributing institutions, number of courses offered by those institutions, type of courses offered, number of instructors and instructor gender ratio.,The findings reveal that the United States (US) is the top contributor in terms of partner institutes (97) courses (Specialization courses 1,267 and degree courses 40) and number of instructors (1,290) Interestingly, it was also observed that universities are the major contributor institutes in all six studied countries. Most of the institutes provide specialization courses while a very few provide degree courses. A large number of instructors are involved for imparting these courses online. Instructor gender ratio on average is 2:1 (male: female) It was also observed that there is usually a specific common time of starting courses on Coursera.,Online platforms are the main delivery points for MOOCs; therefore, vibrancy and articulacy of such platforms make this innovation a success, and examining such a platform which exhibits such characteristics would present an overall picture of its functionality, development, evolution and future expansion of the innovation (MOOCs)
Arshia Ayoub Raashida Amin Zahid Ashraf Wani
226436477
Features Identification and Classification of Discussion Threads in Coursera MOOC Forums
In this chapter, the discussion threads of six MOOCs courses offered from August 2013 to April 2014 via the Coursera forums were analysed. The purpose of this study is to identify important features that may have an impact on supervised classification analysis in predicting discussion threads that require instructors' intervention. This study worked on data from the anonymised Coursera MOOC forums with 45,303 threads to gain an insight into the forums. The important features related to thread structures, social network, and popularity are identified using Univariate Feature Selection. Classification analyses using neural networks, decision trees, and naive Bayes algorithms were applied to generate the predictive models. The results show that the developed predictive model is performing well, and the decision trees algorithm outperformed other algorithms with excellent performance measures based on the level of accuracy, precision, recall, and f measure.
Ean Teng Khor
209500608
Coursera Corpus Mining and Multistage Fine Tuning for Improving Lectures Translation
Lectures translation is a case of spoken language translation and there is a lack of publicly available parallel corpora for this purpose. To address this, we examine a framework for parallel corpus mining which is a quick and effective way to mine a parallel corpus from publicly available lectures at Coursera. Our approach determines sentence alignments, relying on machine translation and cosine similarity over continuous space sentence representations. We also show how to use the resulting corpora in a multistage fine tuning based domain adaptation for high quality lectures translation. For Japanese English lectures translation, we extracted parallel data of approximately 40,000 lines and created development and test sets through manual filtering for benchmarking translation performance. We demonstrate that the mined corpus greatly enhances the quality of translation when used in conjunction with out of domain parallel corpora via multistage training. This paper also suggests some guidelines to gather and clean corpora, mine parallel sentences, address noise in the mined data, and create high quality evaluation splits. For the sake of reproducibility, we have released our code for parallel data creation.
LREC
Haiyue Song Raj Dabre Atsushi Fujita Sadao Kurohashi
225822081
Developing An Ontology for Retrieving Massive Open Online Courses (moocs) Information in Coursera Platform
Dezheen Abdulazeez Razwan Mohmed Salah
225641424
Distance Learning Nowadays: the Usage of Didactic Potential of MOOCs (on platforms Coursera, edX, Universarium) in Higher Education.
Svetlana Nikolaevna Bezus Kholik A Abduzhalilov Lilia Raitskaya
225732259
Platform Life Cycle Analysis: The Case of Coursera
Jangsoon Kim Jonghun Park Changsu Kim Sujung Kim