Традиционное образование и MOOC: сравнение результатов обучения.
The article compares the results of learners which had been studying economics in two different ways - traditional education with lectures/seminars and online education (as part of the massive open online course). In both cases, students were asked identical questions on the same topic of the introductory course in economics. Classes was conducted by the same teacher. According to the comparison results, secondary school pupils demonstrated better performance than online-learners. However adult students of the second higher education program had results very close to the results of online students (such as grade distribution, average score for every question).
This study investigates main problems of automation and optimization of educational processes with the help of BPMS and Big Data. The questions concerning process modeling are raised, particularly related to the integration of process-oriented and business analysis systems. The main goal of study is to find possible new way to implement the ideas of metadata integrity, closed-loop process controls, data storage adapters and hidden processes discovery. These ideas are proven to be necessarily implemented in the new complex type of information systems and the corresponding methodology. The new structure for this type of systems is introduced with brief explanations of solutions and methodologies chosen for the task. The concept of process repositories, which could be found in previous works, is developed: process repositories are shown as the basis to create standardized interoperable components for the global educational information system. The working prototype partially implementing the concept is demonstrated in the case of online learning resources usage. The prototype describes the key aspects: metadata descriptions, data gathering and process mining. This leads to real prototype implementations of all elements introduced as the part of complex theoretical structure. The study proposes means to improve prototype and build the complete system out of it. In conclusion, the examples of working applications based on the idea are listed. The new complex structure, methodology description and working prototypes are the results of this study
Electronic support of higher education is a popular trend in distance education, but classroom studies lack information support and therefore depreciate comparing to MOOC versions, having advantages in real-life workshops and possibility of personal contact with teacher and other students.
This paper describes educational experiment in convergence of educational models conducted at MIEM NRU HSE in 2013 and the factors that made it possible and allow for wide implementation in the universities.
The objective of this paper is to gain more evidence regarding how the design of the rating scales and open-ended questions influence data quality in Web surveys of MOOC (Massive Open Online Course) students. We present the results of four full-factorial randomized experiments that investigate the impact of the following factors: 1) order of response options; 2) user interface for rating questions 3) layout of question's options; and 4) size of answer boxes in open-ended questions. We found that responses to scalar questions with ascending (from negative to positive) or descending (from positive to negative) order of response options do not differ substantially. The use of the radio button format allows a reduction in the percentage of respondents who choose the “Don't know” option and makes responding to questions less challenging in comparison with slider and text box interfaces. There are no significant differences in the answers of respondents who completed questionnaires with a vertical or horizontal orientation of the questions' options. In addition, respondents who answer the questions with larger answer boxes are more likely to write longer comments.
In this article the advantages of blended learning are considered.
The consololidation of groups learning academic disciplines requires students’ works to be assessed automatically. This way helps to avoid subjectivity in evaluation, butlimits the depth of knowledge and skills that can be evaluated that decreases the quality of teaching the discipline. This study analyses the method of peer review, familiar to MOOC students, applied to essays of in-campus students during two years.
International Conference on MOOCs, language learning and mobility 13 – 14 October 2017, Naples; Italy
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.