Who Takes HSE Courses on Coursera? The Differences between Economics, Humanities and Math-Intensive Courses
In the last decades, with the advent of mass open online courses (MOOCs), a qualitative leap in the development of the world education market has taken place. Free open access to the educational content of the world's leading universities, an opportunity to study anywhere at any time, proctoring tools which allow to identify an individual while he passes exams online - all this led to almost unlimited possibilities for educational choice of an individual, but entailed serious challenges for higher schools in the world. Universities are forced to revise existing teaching methods, improve educational technologies, search for new methods of teaching, and redistribute resources in favor of the most effective models of the educational process, combined with the use of online courses as a part of the educational program. In this regard, a comparative analysis of various models of using mass open online courses in the educational process of the university is of particular relevance. In the framework of our research, existing cases of using massive open online courses in the educational programs of various universities all over the world, including the experience of leading Russian universities, were studied. The characteristics of the models included a description of the following processes: choosing an online course, training using online courses, tutoring support during online learning, controlling the results of training, proctoring and fixing learning outcomes in the basic educational programs. Economic consequences of applying models in the educational process of the university are a key point in comparing the online learning models.
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.
Universities which produce massive open online courses (MOOCs) and offer them on global e-learning platforms define internationalization as one of their main objectives. Empirical research that test the impact of MOOC production on international students’ enrollment is still rare. Present study is the first stage of bridging this gap. To do so, correlation analysis is applied to two data sets, which are universities MOOC portfolio derived from Class Central aggregator and international students statistics from QS World Universities Ranking. Three hundred top MOOC producers which are universities from different countries were analyzed. No strong statistically significant correlation was found. The same is true for the US universities as a subsample. Further research regarding annual statistics is required to continue the discussion and to approach the interrelation between MOOC production and its impact on university key performance indicators.
This paper summarizes the progress of the online education for the recent 15 years. The trends detected include multi-source courseware, massive education, intensive analytics, professional marketing and high portability, to name a few. Since our experience in the online education is over a decade, it makes sense to analyze how the technological progress and market pace changed the appearance and lifecycle of the online courses. We analyze the key factors that influence the learning process, make early conclusions and discuss perspectives of the rapidly emerging massive online courses.
Year-by-year more and more educational institutions offer various massive open online courses (MOOC). Simultaneously, the interest of online users in the offer keeps rising. To orient the users in the variety of courses ratings of MOOCs are developed based on participant satisfaction levels. However, the satisfaction level is not only influenced by the course content but also by the participants’ individual characteristics. As the courses are assessed by different groups of participants, the question arises as to how these ratings should be used to compare the courses. The problem is especially true for the MOOCs where participants represent a heterogeneous group. To study the relationship between the participants’ characteristics and their satisfaction with the courses the authors use the data of the surveys involving participants who took part in 13 MOOCs proposed by the National Research University Higher School of Economics on the National Open Education Platform. The surveys were conducted before and after the courses. Using the regression analysis the authors show that a number of individual characteristics are strongly linked to the level of satisfaction with the course content if its options are controlled. Important predictors are extrinsic motivation to take a certain course to get acquainted with its format and the level of knowledge before and after the course. Those participants who have higher initial level of knowledge are more likely to give poor assessments for the course compared to those participants who are less familiar with the topic. Thus, using the ratings to compare the MOOCs with each other would be wrong as the courses are assessed by different groups of participants. It is more advisable to draw up separate ratings which would reflect the assessments given by “advanced trainees” and “freshmen”.
This book constitutes the proceedings of the 6th European Conference on Massive Open Online Courses, EMOOCs 2019, held in Naples, Italy, in May 2019.
The 15 full and 6 short papers presented in this volume were carefully reviewed and selected from 42 submissions. Massive Open Online Courses (MOOCs) have marked a milestone in the use of technology for education. The reach, potential, and possibilities of EMOOCs are immense. But they are not only restricted to global outreach: the same technology can be used to improve teaching on campus and training inside companies and institutions.
The chapter 'Goal Setting and Striving in MOOCs. A Peek inside the Black Box of Learner Behaviour' is open access under a CC BY 4.0 license at link.springer.com.
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 article is talking about state management and cultural policy, their nature and content in term of the new tendency - development of postindustrial society. It mentioned here, that at the moment cultural policy is the base of regional political activity and that regions can get strong competitive advantage if they are able to implement cultural policy successfully. All these trends can produce elements of new economic development.