En 2015, la Unión Europea estima que habrá más de 700.000 puestos de trabajo sin cubrir, debido a que no se tendrán las competencias digitales necesarias. Así lo explicó la directora de Políticas Públicas y Asuntos Institucionales para el Sur de Europa de Google, Bárbara Navarro, que impartió la conferencia de clausura de la décimo cuarta edición del curso Qui pot ser empresari? de la Cátedra de Cultura Empresarial de la Universitat de València. Durante su ponencia, Navarro defendió la necesidad de democratizar la educación, algo que vendrá «de la mano de la tecnología».
Routledge is pleased to offer the Library & Information Science community free access to a collection of articles highlighting MOOCs and librarianship. Massive Open Online Courses (MOOCs) are free, online classes designed to provide university-level education to a large number of students. As MOOCs become a mainstream part of higher education, libraries will play an important role in the advancement of these innovative learning opportunities.
A MOOC professor takes a contrarian view and creates a MOOC without relying on videos, and makeing the claim that they are not necessary for a meaningful online learning experience.
P. Adamopoulos. ICIS, Association for Information Systems, (2013)The findings of our analysis illustrate that Professor(s) is the most important factor in online course retention and has the largest positive effect on the probability of a student to successfully complete a course. The sentiment of students for Assignments and Course Material also has positive effects on the successful completeness of a course whereas the Discussion Forum has a positive effect on the probability to partially complete a course. Furthermore, self-paced courses have a negative effect, compared to courses that follow a specific timetable. In addition, the difficulty, the workload, and the duration of a course have a negative effect. On the other hand, for the more difficult courses, self-paced timetable, longer duration in weeks, and more workload have a positive effect on the probability to successfully complete a course. Besides, final exams and projects, open textbooks, and peer assessment have also positive effects. Moreover, whether a certificate is awarded upon the successful completion of a course also affects retention. Additionally, the better a university is considered (i.e. higher ranking), the more likely that a student will successfully complete a course. Further, our results illustrate that the courses which belong to the academic disciplines of Business and Management, Computer Science, and Science have a positive significant effect in contrast to courses in other disciplines (i.e. Engineering, Humanities, and Mathematics). Finally, attrition was not found to be related with student characteristics (i.e. gender, formal education)..
A. Armellini, and B. Rodriguez. Journal of Interactive Online Learning, 14 (1):
17--28(June 2016)The Journal of Interactive Online Learning is published by a joint effort of The University of Alabama, the University of Texas at Tyler, and Miami University, as well as faculty from other institutions..
S. Chua, C. Tagg, M. Sharples, and B. Rienties. Workshop at the 7th International Learning Analytics and Knowledge Conference. Simon Fraser University, Vancouver, Canada, 13-17 March 2017, page 36-62. (2017)
C. Coffrin, L. Corrin, P. de Barba, and G. Kennedy. Proceedings of the Fourth International Conference on Learning Analytics And Knowledge, page 83--92. New York, NY, USA, ACM, (2014)
C. Cress, U. & Delgado Kloos (Eds.) Proceedings EMOOCs 2014, the Second MOOC European Stakeholders Summit, February 10-12, 2014 Lausanne (Switzerland), 234-239, (2014)
C. Cress, U. & Delgado Kloos (Eds.) Proceedings EMOOCs 2014, the Second MOOC European Stakeholders Summit, February 10-12, 2014 Lausanne (Switzerland), page 259-263. (2014)
T. Daradoumis, R. Bassi, F. Xhafa, and S. Caballé. P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC), 2013 Eighth International Conference on, page 208-213. IEEE, (2013)
D. Davis, D. Seaton, C. Hauff, and G. Houben. Proceedings of the Fifth Annual ACM Conference on Learning at Scale, page 4:1-4:10. New York, NY, USA, ACM, (2018)