This document discusses massive open online courses (MOOCs) and analyzes current trends and prospects for development. It notes that MOOCs allow large numbers of students worldwide to take online courses from leading universities for free or low cost. While early MOOCs focused on computer science, the number and variety of courses has expanded significantly. The document compares key differences between traditional online courses and MOOCs, such as open access and scale. It also examines specializations within MOOCs that allow students to take sequences of related courses to learn about a subject in depth. Overall, the document analyzes the growth of MOOCs and their potential to expand access to education.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education.
2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community.
3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
This document discusses MOOCs and online learning. It begins by describing the origins of cMOOCs in 2008 and their focus on peer-constructed knowledge. It then discusses the hype around MOOCs in 2012 and questions about their business models, assessments, and abilities to recreate the campus experience. The document examines MOOCs through the lenses of disruptive innovation and the Gartner Hype Cycle. It also provides an overview of MOOC platforms and courses. Overall, the summary discusses the history and current state of MOOCs while raising questions about their future impacts and applications.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Developing world MOOCs: A curriculum view of the MOOC landscapeSukaina Walji
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
1. The document discusses Massive Open Online Courses (MOOCs), a recent development in distance education.
2. MOOCs are online courses that are open to unlimited participation through the internet. They provide video lectures, readings, and interactive forums to support student learning and community.
3. Prestigious universities have begun offering free MOOCs through platforms like Coursera and Udacity to expand access to education and potentially disrupt traditional higher education models. India has also launched its own MOOC platform called SWAYAM.
MOOC's Anatomy. Microblogging as the MOOC's Control CenterCarmen Holotescu
Paper for the 9th eLearning and Software for Education Conference - eLSE 2013 - organized by the Romanian Advanced Distributed Learning Association in Bucharest, April 25th - 26th, 2013.
Massive Open Online Courses (MOOCs) are a hot spot for international education at the moment, getting quite a lot of attention – in some cases even nervous attention – from a variety of stakeholders. Where did they come from and what exactly is all the fuss about? This is an extract from the 2013 spring issue of European Association for International Education's member magazine, EAIE Forum http://ow.ly/VQo2h. Become an EAIE member to access top-notch resources on a wide range of internationalisation topics. http://ow.ly/VQmqO.
The potential of #MOOC for learning at scale in the Global South. Diana Lauri...eraser Juan José Calderón
The potential of #MOOC for learning at scale in the Global South. Diana Laurillard y Eileen Kennedy. Centre for Global Higher Education working paper series. @ResearchCGHE
Moocs Impact in Higher Education Institution: A Pilot Study In Indian ContextIJERA Editor
This document discusses a study on the impact of MOOCs (Massive Open Online Courses) in Indian higher education. It begins by providing background on the development of MOOCs and their potential benefits, including increasing access to education. It then discusses the goals of institutions that offer MOOCs, such as increasing their reach and brand, lowering costs, and conducting research. The document also analyzes data on current MOOC users, finding they are often already educated and wealthy. It concludes by discussing how MOOCs could help address faculty shortages and improve education quality in India by providing online courses.
This document discusses MOOCs and online learning. It begins by describing the origins of cMOOCs in 2008 and their focus on peer-constructed knowledge. It then discusses the hype around MOOCs in 2012 and questions about their business models, assessments, and abilities to recreate the campus experience. The document examines MOOCs through the lenses of disruptive innovation and the Gartner Hype Cycle. It also provides an overview of MOOC platforms and courses. Overall, the summary discusses the history and current state of MOOCs while raising questions about their future impacts and applications.
Keynote held at the International ICDE-MESI conference "Connecting the World through Open, Distance and e-Learning" in Moscow, Russia, 25 September 2014. The conference had about 200 participants from about 40 countries.
Developing world MOOCs: A curriculum view of the MOOC landscapeSukaina Walji
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
IRJET - Investigating the Common Factor of Drop Out based on Learner’s Perspe...IRJET Journal
This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
Closing the Gap - flexible approaches to adult learningDiana Andone
Closing the Gap - flexible approaches to adult learning
Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
Presentation for the IDEAL Workshop at the EADTU Conference, 29-30 October, 2015, Hagen
CEMCA EdTech Notes: Massive Open Online CoursesCEMCA
The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their development from early open online courses in the 2000s to present-day commercial platforms with millions of students. The document outlines the key characteristics of MOOCs, including their open access, unlimited participation, and use of online forums to build communities. It also categorizes different types of MOOCs and discusses their benefits as well as potential downsides.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their evolution from early open learning models to their current form. The document outlines the key characteristics of MOOCs, including that they are open to unlimited participation, have no formal entry requirements, and use interactive online forums. It also describes the main types of MOOCs and discusses some of the benefits and downsides of taking MOOCs.
MOOCs (Massive Open Online Courses) are growing in popularity and being offered by major universities. Coursera hosts courses from top universities like Stanford, UC Berkeley, and the University of Pennsylvania. Udacity offers computer science courses that have enrolled over 160,000 students. Some MOOCs offer credits at the university level. Longwood University is developing interactive online courses with gaming elements to increase student engagement. BadgeStack recognizes student achievements in MOOCs and helps build community. State education departments are also embracing MOOCs. While MOOCs increase access to education, issues around costs, credits, and quality still need to be addressed.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
THE MASSIVE OPEN ONLINE COURSE (MOOC) IS A NEW WAY OF DISTNCE LEARNING AT THE...Dr. Anjaiah Mothukuri
This document provides an overview of Massive Open Online Courses (MOOCs) globally and within India. It discusses the history and development of MOOCs, including early MOOC platforms in the US starting in 2011. It then describes various MOOC providers around the world, such as Coursera, edX, and Udacity. For India specifically, it outlines the national SWAYAM initiative launched in 2016 which hosts MOOCs across various academic levels. SWAYAM aims to provide high-quality online education to learners across India.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
Toward a New Framework of Recommender Memory Based System for MOOCs IJECEIAES
Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
This document discusses the potential of MOOCs (Massive Open Online Courses) for engineering education. It notes that while MOOCs were initially focused on other subjects, engineering courses are increasingly being offered. MOOCs could be used for introductory courses, continuing education, and complementing traditional classes through flipped classroom models. However, challenges remain regarding laboratories, accreditation, and completion rates for engineering education through MOOCs.
A Discussion On Massive Open Online CourseRichard Hogue
This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs as online courses designed for massive participation and open access via the internet. It then discusses the key characteristics of MOOCs:
- "Massive" refers to the large numbers of participants MOOCs can accommodate.
- "Open" means they have no limits on participation in terms of time/location and are usually free of cost.
- "Online" indicates they are entirely internet-based.
- "Course" refers to full learning experiences with content, assessments, and some interaction.
The document outlines the history and growth of distance education leading up to MOOCs. It also
Sensational How To Write A College Level Essay StepErin Torres
1. The document outlines a five-step process for getting college-level essay writing help from HelpWriting.net, including registering for an account, completing an order form with instructions and deadline, reviewing writer bids and choosing one, authorizing payment upon approval of the paper, and requesting revisions if needed.
2. Students can get a paper written for them by completing a 10-minute order form providing instructions, sources, and deadline, and writers will bid on the request with their qualifications and order history taken into account.
3. HelpWriting.net promises original, high-quality content and refunds for plagiarized papers, allowing students to get writing
Cat Letter Writing Set Cute Cats Writing Paper With PrErin Torres
This document provides instructions for requesting writing assistance from the HelpWriting.net website in 5 steps:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and attach a sample if wanting style imitation.
3. Review bids from writers and choose one based on qualifications, history and feedback, then pay a deposit.
4. Review the completed paper and authorize final payment if pleased, or request revisions using free revision services.
5. Choose HelpWriting.net confidently knowing needs will be fully met, or receive a full refund if plagiarized.
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MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet
engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the
options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation.
The workshop explored the status of open education in general and MOOCs in particular in Pakistan. In 2011, the modern MOOC movement started, when the first standard MOOC was launched. In few years, MOOCs have received immense coverage in academia, industry, and media. Students can learn any imaginable subject from the world’s top professors and industry experts.
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This document investigates the common dropout factors among learners in MOOCs in Malaysia based on learner perspectives and dropout rates. It finds that only 18% of Malaysian MOOC users complete courses and 64% have never taken a MOOC, indicating lack of awareness. Through surveys of University of Malaya students and professionals, it analyzes factors like language, time constraints, financial support and compares dropout factors to other countries. The literature review discusses MOOC background/engagement and studies on dropout rates in various countries from 2013-2019. Common dropout factors found include lack of time, support, digital/learning skills and barriers like education levels, gender, resources. The study aims to identify common dropout factors, dropout rates
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Diana Andone, EDEN EC
Antonio Teixeira, EDEN president
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The document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and explains their origins in the Open Educational Resources movement. There are two main types of MOOCs - cMOOCs which follow a connectivist pedagogy and xMOOCs which follow an instructivist model. xMOOCs are more common and make up the majority of current MOOCs. The document also summarizes research on how learners experience MOOCs and how they learn in open online environments through connecting to knowledge resources, other learners, and contributing new knowledge.
Disruptive Innovation in Education: Open Learning, Online Learning, MOOCs and...inventionjournals
Rapid advancement of information and communication technologies has brought about various changes in education and the structure of colleges and universities. The education system is undergoing dynamic changes. These dynamic changes can be explained from the perspective of theory of disruptive innovation which basically explained that existing organizations were displaced from their industries because of their inertia towards the adoption of new innovation. Recent introduction of massive open online courses (MOOCs) is seen as a strong technological force influencing the education landscape. MOOCs which are operated on a different scale and expectation have triggered existing education providers to evaluate and strategize in order to remain relevant. This study is meant to give readers, especially practitioners in education sector a way of understanding the nature of disruptive innovation and how disruptive innovation is influencing the education landscape
Make the difference: ICDE Featured session at the Annual Online Learning Cons...icdeslides
While education is more popular than ever, huge gaps have to be tackled to achieve quality education for all, Trends and cases in different parts of the world will be highlighted. What is the impact of Open Education Resources, OER, and ODE? And how ICDE can contribute to a future oriented, collaborative platform for global educational achievements? MOOCs is discussed as a possible enabler for a new pedagogy.
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Sahara, taking part in the global knowledge revolution. Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This document discusses developing a flexible collaborative learning framework for open cross-institutional academic development courses at the postgraduate level. It outlines the author's revised research questions which aim to explore open collaborative learning and develop a collaborative design framework for open online cross-institutional courses. The document also summarizes the author's research design involving two case studies and data collection methods.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their development from early open online courses in the 2000s to present-day commercial platforms with millions of students. The document outlines the key characteristics of MOOCs, including their open access, unlimited participation, and use of online forums to build communities. It also categorizes different types of MOOCs and discusses their benefits as well as potential downsides.
This document discusses Massive Open Online Courses (MOOCs). It defines MOOCs and traces their evolution from early open learning models to their current form. The document outlines the key characteristics of MOOCs, including that they are open to unlimited participation, have no formal entry requirements, and use interactive online forums. It also describes the main types of MOOCs and discusses some of the benefits and downsides of taking MOOCs.
MOOCs (Massive Open Online Courses) are growing in popularity and being offered by major universities. Coursera hosts courses from top universities like Stanford, UC Berkeley, and the University of Pennsylvania. Udacity offers computer science courses that have enrolled over 160,000 students. Some MOOCs offer credits at the university level. Longwood University is developing interactive online courses with gaming elements to increase student engagement. BadgeStack recognizes student achievements in MOOCs and helps build community. State education departments are also embracing MOOCs. While MOOCs increase access to education, issues around costs, credits, and quality still need to be addressed.
What is MOOC?
The term “MOOC” (Massive Open Online Course) was coined by David Cormier in 2008 (Cormier & Siemens, 2010) to describe a twelve-week online course, Connectivism and Connected Knowledge, designed by George Siemens and Stephen Downes and offered at the University of Manitoba, Canada, in Fall semester 2008.
Massive Open Online Courses (MOOCs) are courses provided over the Internet. They are provided free of charge to a large number of people and are accessed by the user logging into a website and signing up. MOOCs differ from traditional university studies, firstly by their open access. As a point of departure, participation merely requires an Internet connection. Secondly, MOOCs are characterized by scalability; the courses are organized so that they can easily be scaled in line with the number of participants.
Global online learning is steadily increasing worldwide. MOOCs initially took the world by storm but have since opened up opportunities for massive innovation in education. While MOOCs are initially open in terms of free enrollment, most course content is not openly licensed. Governments are implementing strategies to promote digital learning and the application of information technologies. Online and campus-based learning are converging into blended models. Technological advances will continue to remove barriers to access while new understandings of learning and the brain will shape new pedagogical approaches. We are still in the early stages of these developments.
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This document provides an overview of Massive Open Online Courses (MOOCs) globally and within India. It discusses the history and development of MOOCs, including early MOOC platforms in the US starting in 2011. It then describes various MOOC providers around the world, such as Coursera, edX, and Udacity. For India specifically, it outlines the national SWAYAM initiative launched in 2016 which hosts MOOCs across various academic levels. SWAYAM aims to provide high-quality online education to learners across India.
This document provides a review of e-learning in higher education. It begins with defining e-learning as the computer and network-enabled transfer of skills and knowledge to learners. It notes that e-learning has become an important part of education at all levels. The document then discusses the evolution of e-learning from using electronic media in traditional classrooms to fully online courses. It highlights that e-learning provides opportunities for continuous, lifelong learning. However, it also notes that e-learning will likely never replace traditional classroom learning entirely. The review explores the objectives, requirements and various definitions of e-learning. Overall, it aims to increase awareness of the importance of e-learning, especially when integrated with traditional methods of learning
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Moocs is the new wave of remote learning that has revolutionized it since its apparition, offering the possibility to teach a very big group of student, at the same time, in the same course, within all disciplines and without even gathering them in the same geographic location, or at the same time; Allowing the sharing of all type of media and document and providing tools to assessing student performance. To benefit from all this advantages, big universities are investing in Moocs platforms to valorize their approach, which makes MOOC available in a multitude of languages and variety of disciplines. Elite universities have open their doors to student around the world without requesting tuition or claiming a college degree, however even with the major effort reaching to maximize students visits and hooking visitors to the platform, using recommending systems propose content likely to please learners, the dropout rate still very high and the number of users completing a course remains very low compared to those who have quit. In this paper we propose an architecture aiming to maximize users visits by exploiting users big data and combining it with data available from social networks.
This document discusses the potential of MOOCs (Massive Open Online Courses) for engineering education. It notes that while MOOCs were initially focused on other subjects, engineering courses are increasingly being offered. MOOCs could be used for introductory courses, continuing education, and complementing traditional classes through flipped classroom models. However, challenges remain regarding laboratories, accreditation, and completion rates for engineering education through MOOCs.
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This document discusses Massive Open Online Courses (MOOCs). It begins by defining MOOCs as online courses designed for massive participation and open access via the internet. It then discusses the key characteristics of MOOCs:
- "Massive" refers to the large numbers of participants MOOCs can accommodate.
- "Open" means they have no limits on participation in terms of time/location and are usually free of cost.
- "Online" indicates they are entirely internet-based.
- "Course" refers to full learning experiences with content, assessments, and some interaction.
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2. Students can get a paper written for them by completing a 10-minute order form providing instructions, sources, and deadline, and writers will bid on the request with their qualifications and order history taken into account.
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3. Review bids from writers and choose one based on qualifications, history and feedback, then pay a deposit.
4. Review the completed paper and authorize final payment if pleased, or request revisions using free revision services.
5. Choose HelpWriting.net confidently knowing needs will be fully met, or receive a full refund if plagiarized.
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009 Educational And Career Goals Essay Examples ExErin Torres
This document discusses different types of business entities, including sole proprietorships and general partnerships. A sole proprietorship is owned and run by one individual, with no legal separation between the business and owner. It has unlimited liability, with the owner's personal assets at risk for business debts. A general partnership has two or more owners who share profits and losses equally. It requires an assumed name certificate if the business name does not include all partner names.
Essay Help 4 Tips For Writing Anthropology Research PapErin Torres
This document provides tips for writing an anthropology research paper, including 5 steps: 1) Create an account on HelpWriting.net, 2) Complete an order form providing instructions, sources, and deadline, 3) Review bids from writers and choose one, 4) Ensure the paper meets expectations and authorize payment, 5) Request revisions until satisfied. It emphasizes obtaining original, high-quality content and standing by the promise to fully meet customer needs.
008 Self Introduction Essay Sample Help Groups EssaysErin Torres
St. Edward's University proposes a College Assistance Migrant Program to provide financial and academic support services to 22 business education majors who are migrant or seasonal farmworkers or children of farmworkers. The program aims to increase access, retention, and graduation rates for this underrepresented group. Services include assistance with tuition, books, housing, and other resources. Despite their significant work, most farmworkers receive little aid and lack benefits. The proposal aims to help students complete their degrees through supplemental financial and academic support.
Patriotic Writing Paper Printable - Pgbari.X.Fc2.ComErin Torres
Here are a few key points about Asians and Asian American culture:
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50+ Comparison Contrast Essay Examples The LateErin Torres
The document discusses the methodology used in a thesis that examines grand corruption in Nigeria from an interpretivist perspective, using qualitative interviews and a review of primary and secondary sources. It outlines selecting 13 elite participants in Nigeria for interviews and discusses the structure of the 9-chapter thesis, which will include examining Nigeria's history with corruption and its current anti-corruption legal framework.
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This document provides instructions for requesting essay writing help from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a order form with instructions, sources, and deadline. 3) Review bids from writers and choose one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the paper. It emphasizes that original, high-quality work is guaranteed or a full refund will be provided.
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The document discusses using phosphomannose isomerase (PMI) as a selectable marker gene for plant transformation. PMI allows the use of mannose as a carbon source, conferring an advantage for transformed cells. Commonly used antibiotic resistance markers are undesirable for commercial crops. PMI shows potential as an alternative selectable marker since it occurs naturally in some plants and mannose is non-toxic. Further research is needed to optimize PMI expression for reliable selection in more plant species.
IMPACT OF FORENSIC ACCOUNTING ON INDIAN INDUSTRYErin Torres
Forensic accounting investigates financial fraud and expert misconduct. It combines accounting, auditing and analytical skills. Forensic accountants communicate financial information clearly and concisely in court. Their work helps reduce financial crimes in India. However, forensic accounting faces challenges in India like a lack of qualified fraud examiners, difficulty pursuing cases against lawmakers, and keeping up with new fraud techniques using technology.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
2. Sergey Shishov, Galina Yulina, Nadezhda Vinogradova, Zhanna Dibrova and Raziyat
Rabadanova
http://www.iaeme.com/IJCIET/index.asp 1157 editor@iaeme.com
According to statistics, in some countries already more than 80% of the population has
Internet access, in particular in Great Britain (91.6%), the Republic of Korea (92.3%), Japan
(90.6%), Germany (88.4%), USA (87.4%), and France (83.8%). China has the largest number
of Internet users in the world – 674 million people, which is 49.5% of the country's total
population [2]. Moreover, the Internet is becoming increasingly mobile; already about 59% of
Internet users have access to networks from mobile devices – smartphones, tablets, readers,
etc. [3]. At the same time, a person not only searches for information on the Internet but also
communicates, reads, has fun, learns, solves real everyday problems and tasks.
The processes of continuous changes in society cannot but affect the educational process.
The rapid growth of online educational platforms, open virtual educational content,
gamification of learning, widespread use of technology in the educational process indicate that
in recent years there have been rapid changes in approaches to nonacademic education. The
idea of affordable and quality education for a wide range of students is gaining popularity in
society. According to J. Dewey, education indeed becomes a vital need and the only possibility
of further existence in modern conditions.
The emergence of massive open online courses and platforms, a large number of
educational computer programs, websites and applications, including those with free content,
all of these open education for the general public. It was the idea of accessible, inclusive
education, knowledge in a wide and free access that formed the basis for the creation of the
newest educational online platforms, in particular, MOOCs – massive open online courses.
2. ANALYSIS OF MOOC ACTIVITIES
Massive open online courses (hereinafter referred to as MOOCs) are a form of distance
education; these are educational courses for studying certain disciplines using information
technologies and the Internet.
The emergence of a large number of MOOC online courses began in the 2010s [4-5]. One
of the first MOOC was an online course created by Stanford University in 2011, for which 160
thousand people enrolled. Since then, the number of MOOCs has grown to more than 5
thousand courses. Coursera, FutureLearn, Edx, Udacit, German Iversity platform, Russian
Open Education and many others offer a wide range of online disciplines and entire courses in
several disciplines for a large number of people and they are gaining popularity.
MOOCs offer a wide range of disciplines to study a large number of areas: engineering,
humanities, medicine, biology, social sciences, mathematics, business, information
technology, and others. Online courses students' priorities remain unchanged throughout all the
years of their existence: the most popular are courses on the basics of computer science,
statistics, business, and management. For learning creative disciplines (music, art), special
online educational platforms for virtual learning appear, for example, the Russian illustrator
online school [6] or the new Kadenze online platform for creative people founded in mid-2015
[7], offers online courses for artists and musicians.
MOOC Internet platforms work closely with the world's leading universities, educational
organizations, and individual teachers and provide them with a platform for transmitting their
knowledge to millions of students around the world. Teaching disciplines on MOOC platforms
includes video and audio lectures, online seminars, webinars and web conferences, discussion
clubs in the online mode or chat mode, comments and forums, online tests, teachers' and
students' feedback, etc. A course usually ends with an assessment of students' progress and the
issuance of certificates or diplomas upon graduation.
3. Massive Open Online Courses: Current Trends and Development Prospects
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MOOCs are commercial or nonprofit private institutions that operate according to different
schemes. Some MOOCs offer absolutely free courses, declaring their humanitarian and
educational mission, setting a fee only for obtaining a certificate at the end of the course (if
someone wishes to receive it) and existing through donations, including from giant
corporations like Google. Other online courses charge fees for enrollment and tuition, but as a
rule, this fee is small compared to full-time study.
However, as announced by the US Department of Education on October 15, 2015, from
this year in the United States, participants of nonformal educational programs can also receive
financial support from the state, which means that the state can help with funding MOOC
education. This EQUIP initiative (The Educational Quality through Innovative Partnership) is
dedicated to the development of partnerships between higher education institutions and
nonformal educational institutions for developing joint programs [8].
The number of students who register for MOOC courses is growing exponentially every
month, for example, the largest MOOC platform Coursera was founded in April 2012 and as
of November 2018, it has already trained 35 million students [9].
The attractiveness of MOOCs for potential students is related to the following:
- a MOOC student can study at any place and at any time, according to his or her own
schedule;
- the student learns at his/her own pace – quickly or slowly (although some courses set
deadlines before the end of which work must be done);
- there are no age limits for MOOC students: training is available both for schoolchildren
and for those who are already working and wanting to increase their level of professionalism;
- Finally, MOOC students have the opportunity to join the training in a global context,
because the majority of MOOC courses and disciplines are presented by world leaders in
education – the best world universities.
Undoubtedly, the involvement of classical universities in the creation and implementation
of MOOC courses is one of the most interesting trends of the past few years. Thus, the list of
partners of the largest MOOC Platform Coursera amazes: the platform collaborates with more
than 130 universities of the world, including Yale University, Stanford University, University
of Michigan, Princeton University, University of Zurich, University of London, University of
Tokyo, Chinese University of Hong Kong, Tel Aviv University, etc.
In Russia, Coursera’s partner universities are the Higher School of Economics (HSE),
Moscow Engineering Physics Institute (MEPhI), Sberbank Corporate University, St.
Petersburg State University, Moscow State Institute of International Relations (MGIMO),
Novosibirsk State University, Tomsk State University,
Today, with a view of evaluating MOOCs and their impact on teaching, training, and
education in general, a number of studies are conducted in the whole world, in particular, on
the initiative of the MRI (MOOC Research Initiative). Research points to the peculiarities of
MOOCs and their significant differences from conventional online courses, which until
recently had been "traces" from traditional university courses.
However, modern MOOCs differ from traditional distance courses (DC) both in the number
of participants and nonlinear types of connections and in the principle of interaction among
participants in the educational process.
According to the authors, the differences between the traditional DC and MOOCs can be
considered on the main aspects presented in Table 1.
4. Sergey Shishov, Galina Yulina, Nadezhda Vinogradova, Zhanna Dibrova and Raziyat
Rabadanova
http://www.iaeme.com/IJCIET/index.asp 1159 editor@iaeme.com
Table 1 Differences between traditional DC and MOOCs
Aspect Traditional DC МООС
Platform
Moodle, eLearning Server,
LearningSpace 5.0, ILIAS,
M-Learning
Coursera, edX, Udacity, XuetangX,
KhanAcademy, FutureLearn, MIT
OpenCourseWare, Canvas
Content
Multimedia
Creation
Absence of own multimedia
content means
The possibility of making your own multimedia
content
Structure
features
Required elements:
introduction, course authors,
tutor, course news, course
program, home page
Consist of short video lectures, quizzes, and a
final exam. An important point is the principle of
selectivity.
Language Usually one language
The possibility of organizing a course in any
language (taking into account the main target
audience)
Duration of
training
From several months to a
year
From several weeks to several months
Informative
value
Only structured and
visualized basic information
Redundancy of information
Organization of
educational process
Organized on the basis of
curricula.
Does not depend on the
number of participants.
Division of participants into
roles (administrator, course
author, tutor, student, guest).
Control of the amount of
material passed and the
quality of its assimilation
Each course participant builds their own learning
path.
The role of the learning process is increasing. Use
of popular information resources.
Requires as many active participants as possible
for optimal performance.
The roles of teacher and student in these courses
are almost erased.
Possible tasks and tests without evaluation.
Display of progress in studying the material.
Features of MOOC in the field of higher education are due to all of the above aspects, as
evidenced by both global and domestic experience.
3. SPECIALIZED ONLINE HUMANITARIAN COURSES
The term "specialization", which appeared more recently in MOOC practice, means a sequence
of related courses in the subject area, which allow a listener to study the subject in depth and
then apply this knowledge in practice in a special project.
At the beginning of 2018 on the Coursera platform, several "specializations" were
implemented, dedicated to the educational industry. Table 2 contains the analysis of the
following specializations: Virtual Teacher; The Teacher: Social and Emotional Learning; New
Technologies: From Smartphones to the Internet of Things and Big Data [9].
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Table 2 Some specializations of the Education category of the Coursera project
№ Course name Summary
Number of
courses
Year
1 Virtual Teacher
The study of the best practices for online
learning, engaging students and creating a
virtual community; effective use of
asynchronous and synchronous technologies,
social networks and other new technologies;
methods of analyzing data and measuring
student performance to personalize learning in
an online environment.
5 2018
2
The Teacher: Social and
Emotional Learning
The central idea of this course is that the
teacher should know a student as an
individual. To help students achieve a certain
level of well-being, teachers must be aware of
their own well-being.
6 2018
3
Emerging Technologies:
From Smartphones to IoT to
Big Data
Concepts of the most important information
technologies that are currently used and will
be used in the future are studied: smartphones,
operating systems, cloud computing, Big Data,
Wi-Fi, Bluetooth, mobile communications,
IoT, augmented reality, etc.
6 2018
The following is a detailed description of some of the courses listed in Table 2. In the
Virtual Teacher specialization, students should explore how recent trends in the use of
technology affect learning and student engagement in secondary education, what innovative
learning spaces and tools are available to teachers. How teachers can best use free and open
resources for deeper engagement of students in learning. The possibilities and challenges of
using technologies in full-fledged online environments are discussed, as well as ideas that can
be applied in mixed and traditional environments. The authors believe that after completing
this course, students will be able to:
1. Understand the role of technology in distributing content, promoting collaboration and
evaluating students, courses, and organizations.
2. Identify and evaluate the value of existing and new technologies in the virtual course and
curriculum development.
3. Develop and evaluate learning activities that use social learning tools.
4. Develop and evaluate learning activities that use strategic skills and/or game-based
badges to enhance students' participation in virtual courses.
5. Explore, critically evaluate and use open content in virtual education.
6. Discuss the role of MOOCs in virtual education at schools.
Courses in this specialization can be chosen in any order. Each course can be taken
independently. Specialization is completed with a final project that allows integrating and
applying skills acquired during training.
The specialization Social and Emotional Learning (SEL) is associated with concerns about
the formation of five individual competencies among students: self-awareness; self-
government; social awareness; relationship skills; and finally, responsible decision making.
The authors of the specialization note that, despite the fact that many of SEL's secondary
education programs emphasize a student's social and emotional learning, there are only a few
programs to promote and help teachers learn their own emotional well-being. The central idea
6. Sergey Shishov, Galina Yulina, Nadezhda Vinogradova, Zhanna Dibrova and Raziyat
Rabadanova
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of this specialization is that in order to help students achieve a certain level of well-being,
teachers should be aware of their own well-being.
4. PROSPECTS AND PROBLEMS OF MOOCS
Classical universities use MOOC platforms to expand their capabilities. It is no secret that
nowadays budget expenditures on traditional education are decreasing all over the world, and,
first of all, it is humanitarian specialties that suffer. In addition, according to British literary
critic and philosopher Terry Eagleton, modern universities are increasingly turning into
business projects, teachers – into managers, and students – into consumers, which leads to the
fact that universities begin to indulge the interests of consumers in competition for students,
and the author predicts the slow death of classical universities [10]. All this leads to curtailing
the teaching of humanities, reducing programs and targeting more competitive and popular
specialties. Of course, education must respond to the demands of society. The use of online
educational platforms has a chance to become one of the opportunities for universities to
expand the teaching of the humanities for a wide range of students, not limited to only
university students. Courses in a virtual environment can help universities increase the number
of students, reach wider audience and advertise their university, attracting full-time and part-
time, distance learning students, and may allow partially shifting the teaching of market
disciplines and courses to online educational platforms, freeing more time and resources for
classic and full-time courses. It remains to be seen how the relations between MOOCs and
universities will develop, but the opportunity to use the popularity of MOOC platforms cannot
but interest universities, because universities are always at the center of all global changes.
Since MOOCs are built on virtual learning, the dependence of learning on Internet
connectivity, in turn, causes certain threats to the learner and to society as a whole. Among
such threats of virtual education, the following are highlighted:
First, a potential MOOC listener faces a difficult choice of reliable resources and sources
for education, because the Internet is full of sites and information, the quality and reliability of
which are difficult to verify. In this case, the reputation of a traditional institution of higher
education – a partner university of an online educational platform – will play almost the biggest
role in choosing courses for study.
Secondly, in the modern changing world, changes also occur with a person, who is
undergoing not only profound psychological transformations but also physiological ones under
the influence of the virtual world. Thus, less and less information is stored in long-term
memory, and a person begins to rely on the Internet as an archive of information. Moreover,
sometimes access to information becomes too easy, so a person no longer needs to rely on his
or her knowledge at all, because the correct answer lies nearby, one just needs to reach out to
a keyboard and computer monitor. In 2011, the experiments of American scientists proved the
existence of the so-called "Google effect", which is that people who are used to access the
Internet to solve complex issues, in the future will have the worst indicators of remembering
information [11]. A person already has a habit of not storing complex information in memory
if he or she expects to find it on the Internet without any problems. The Internet is gradually
becoming the main form of a person's external memory, and such "trust" in information stored
on the Internet cannot but cause concern, because the habit of trusting the network can lead to
its manipulative use and to limit access to information.
Third, MOOC courses imply a lack of balance between practice and theory. Courses offer
practical training limited to seminars and partially practical tasks, but a person will have to use
acquired knowledge in practice independently. Of course, not everything can be learned online,
some activities can be transferred from a master to a student only through practice, through
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their own mistakes and their comprehension, through their own experience and the experience
of a mentor in the learning process.
Nevertheless, MOOC courses are currently experiencing exceptional popularity and
interest from both potential students and investors, and the dynamics of their growth and the
pace of increasing didactic and financial resources are impressive.
5. CONCLUSION
The emergence of massive open online courses is one of the key events in the history of the
development of education in recent years. Millions of people around the world have the
opportunity to remotely take training courses from the most prestigious educational institutions
in the world. The main feature and at the same time the advantage of massive open online
courses is that anyone who wants can study (no age, territorial, financial or other restrictions),
at any time (video lectures, interactive tasks, and discussion forums are available 24 hours) and
anywhere (with Internet access and access to the network) using any device – a computer,
laptop, tablet or phone. In addition, most of these courses are free; there is a fee only for a
verified certificate.
The availability of MOOCs, their convenience and no fee in comparison with the limited
capacity of universities to offer training courses to everyone and their high tuition fees, and the
rapid development of computer and Internet technologies, as well as the interest of many people
in self-education, made them popular all over the world, including in Russia.
Numerous MOOCs are still testing different approaches to learning, business models and
methods of communication with students. Nevertheless, the future undoubtedly will belong to
open online learning and interactive educational technologies. If owners, investors, universities
and all interested parties succeed in achieving the declared goals – free, high-quality and
affordable education for all – MOOCs can be a means of realization of the idea of lifelong
education.
REFERENCES
[1] Bauman, Z. Tekuchaya sovremennost [Liquid Modernity]. St. Petersburg: Piter, 2008, pp.
240.
[2] Top 20 Countries with the Highest Number of Internet Users. Internet World Stats: Usage
and Population Statistics, 2017. https://www.internetworldstats.com/top20.html
[3] Blank, G., Dutton, W. H. The Emergence of Next Generation Internet Users. International
Economics and Economic Policy, 11, 2014, pp. 29-47.
[4] Daniel, J. S. What Role for Open Universities when eLearning Becomes Universal? In The
Future of ODL for 'Knowledge Network Society' KNOU's 40th Anniversary Forum, 2012,
pp. 9-71.
[5] McAuley, A., Stewart, B., Siemens, G., Cormier, D. The MOOC Model for Digital
Practice, 2010.
https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final.pdf
[6] Russian illustrator online school. http://bangbangeducation.ru
[7] Kadzene. Kadenze and Kannu are trademarks of Kadenze, Inc. https://www.kadenze.com/
[8] The U.S. Department of Education Office of Educational Technology. (n.d.). Educational
Quality through Innovative Partnerships (EQUIP). https://tech.ed.gov/equip/
[9] Coursera Official Website. (n.d.). https://about.coursera.org/
[10] Eagleton, T. The Slow Death of the University. The Chronicle of Higher Education, 2015.
https://www.chronicle.com/article/The-Slow-Death-of-the/228991/
8. Sergey Shishov, Galina Yulina, Nadezhda Vinogradova, Zhanna Dibrova and Raziyat
Rabadanova
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[11] Sparrow, B., Liu, J., Wegner, D. M. Google Effects on Memory: Cognitive Consequences
of Having Information at Our Fingertips. Science, 333(6043), 2011, pp. 776-778.