Modern approaches to the assessment of massive open online courses and its implementation on the example of courses for the Russian language studying
Keywords:
massive open online course, assessment, criterion, ranking
Abstract
The authors systematized modern approaches to assessing massive open online courses based on official sources and publications in the open press. The most significant evaluation criteria were identified. The own author's methodology was formed based on this criteria. The methodology was used to evaluate and rank the massive open online Russian language courses, which results are in this paper.
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References
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BB%D0%B8%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B9%20%D0
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Sunar, A.S., Abbasi, R. A., Davis, H.C., White, S., and Aljohani, N. R. (2018). Modelling MOOC Learners’ Social Behaviours. Computers in Human Behavior.
Swan, K., Day, S., Bogle, L. and Van Prooyen, T. (2015). AMP: A Tool for characterizing the pedagogical approaches of MOOCs. In Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (ed), MOOCs and Open Education Around the World. Abington, UK: Taylor & Francis Group.
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Utku, O. and Cetin Koroglu, Z. (2018). Relationships between MOOCs and English language teaching. In book: Current Pathways in Foreign Language Teaching. Cizgi Kitabevi, 73-84.
Voitovich, I.K. (2014). Criteria of efficiency and quality of E-learning programs in high school, TSPU Bulletin, 4 (145), 152-156.
Zacharis, G.K. and Tsitouridou, M. (2019). Designing PhysicIdea! MOOC: Challenges on teacher education. Educational Journal of the University of Patras, 6(1), 362-368.
Zhu, M., Bonk, C. J., and Sari, A. R. (2018). Instructor Experiences Designing MOOCs in Higher Education: Pedagogical, Resource, and Logistical Considerations and Challenges. Online Learning, 22(4), 203-241.
Andreev, A.A. (2015). Quality assessment of online courses. Territory of science, 1.
Belokopytov, A.V. and Kondyurina, I.F. (2010). Mechanisms of assessing the quality of e-leaning in higher education activities: the international dimension. Quality assurance of professional education, Barnaul. http://elib.altstu.ru/disser/conferenc/2010/01/pdf/007belokopytov.pdf
Capuano, N., and Caballe, S. (2015). Towards Adaptive Peer Assessment for MOOCs. 10th Conference on P2P, Parallel, Grid, Cloud and Internet Computing (3PGCIC), 64-69.
Chernyakhovskaya, L.R., Davletbayeva, A.R. and Khabibullina, L.N. (2014). Ontological analysis of requirements to the quality of e-learning. Prospects of development of information technologies, 22, 143–149.
Chuah, K.M., Abdullah, J., Dahliana, E., Chwan A. T. and Senin, N. (2019). The Malaysia MOOC Initiative: The Universiti Malaysia Sarawak Experience. In book: The Impact of MOOCs on Distance Education in Malaysia and Beyond, Routledge, 135-144.
Conole, G. A new classification for MOOCs. MOOC Quality project, http://mooc.efquel.org/a-new-classification-for-moocs-grainne-conole
Deng, R., Benckendorff, P. and Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers and Education, 129, 48-60.
Economides, A.A. and Perifanou, M.A. (2018). Dimensions Of Openness In MOOCs & OERs. Proceedings of EDULEARN18 Conference 2nd-4th July 2018, Palma, Mallorca, Spain
El Khadiri, K., Labouidya, O., El Kamoun, N., and Hilal, R. (2019). Success Factors In A Mooc Massive Device: Questions And Challenges. Journal of Theoretical and Applied Information Technology, 97(4), 1167-1178.
Gaytan, J. (2005). Effective Assessment Techniques for Online Instruction. Information Technology, Learning, and Performance Journal, 23 (1), 25-33. https://www.researchgate.net/publication/238619445_Effective_Assessment_
Techniques_for_Online_Instruction
Idrissi Jouicha, A., Berrada, K. (2019).Towards an official MOOC insertion in Higher Education. The case of Cadi Ayyad University. Conference EVALMOOC’2019, El Jadida, Morocco.
Kadeev, D.N. (2014). Directions of improving the quality of e-learning in a technical university. E-learning in continuing education, Vol. 1, No 1 (1), 68–72.
Kurzaeva, L.V., Novikova, T.B. and Davletkireeva, L.Z. (2016). Motivation of students and the role of educational interaction in the implementation of massive open online-courses. Modern high technologies, 12, 156-160.
Malinin, N.V. (2014). E-learning quality models. Teacher of XXI century, 3.
Maltseva, A., Veselov, I., Lelchitskiy, I., Gridchina, A., Maimina, E. (2018). The role of university's intellectual capital in creation of scientific activity's results. International Journal of Learning and Intellectual Capital, 15(3), 204-218.
Margaryan, A., Bianco, M. and Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77-83. https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/1-s2.0-S036013151400178X-main.pdf
Matveeva, O.A. (2014). Concept “excellence” in the system of quality assessment of higher education: theoretical and practical aspects. Kazan pedagogical journal, 4 (105), 118–127.
Merrill, M.D. (2001). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. URL: https://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf
National standard of the Russin Federation. “Information technology. Learning, education and training. Quality management, assurance and metrics. Part 1. General approach.” (2011), http://docs.cntd.ru/document/1200082197
Orlovskaya, L.A., Romanova, N.A. and Sukhanova, N.T. (2017). Quality assessment of E-courses LMS MOODLE. Proceedings of XXIII International students scientific and practical Conference, 12(23), https://sibac.info/studconf/science/xxiii/78799.
Pozdneev, B.M., Sutyagin, V.M. and Selivantsev, O.I. (2012). Modeling of structure and quality assessment processes of e-learning. MSTU STANKIN Bulletin, 2(1), 60–65.
Quality Assessment for E-learning: a Benchmarking Approach: Third edition. (2016), https://www.researchgate.net/publication/301682225_Quality_Assessment_for_E-learning_a_Benchmarking_Approach
Quality Matters, https://www.qualitymatters.org/
Rubin, Y.B. and Soboleva, E.Y. (2010). Management of e-learning based on European standards. Higher education in Russia, 12, 74–83.
Russian language best practices of creation and functioning of electronic educational recourses. Analytical report on the results of the International Competition of open education courses in the Russian language. (2016), http://blr.rs.gov.ru/uploads/document/file/4482/%D0%90%D0%BD%D0%B0%D0%
BB%D0%B8%D1%82%D0%B8%D1%87%D0%B5%D1%81%D0%BA%D0%B8%D0%B9%20%D0
%BE%D1%82%D1%87%D0%B5%D1%82.pdf
Sanchez Acosta, E., Escribano Otero, J.J. and Toletti, G.C. (2014). Peer Review Experiences for MOOC. Development and Testing of a Peer Review System for a Massive Online Course. The New Educational Review, 37(3), 66.
See, Z. S., Lee, S.X., Brimo, A., Thwaites, H. and Goodman, L. (2018). MOOC for AR VR Training: Obstacles, Challenges and Usability, 2018 IEEE Games, Entertainment, Media Conference, Galway, Ireland.
Shalkina, T.N. (2017). Approaches to assessing the quality of e-learning in vocational education. E-learning in continuing education, 1, 416-422.
Soboleva, E. (2012). Development of competences with the help of e-learning. Quality of education, 9.
Spyropoulou, N., Pierrakeas, C.J. and Kameas, A. (2019). Experience Gained From Applying a Team-Based Approach for MOOC Development. International Journal of Web-Based Learning and Teaching Technologies, 14(2), 15-30.
Starodubtsev, V.A. (2015). Personalized MOOC in blended learning. Higher education in Russia, 10, 133-144.
Staubitz, T., Petrick, D., Bauer, M., Renz, J. and Meinel, C. (2016). Improving the Peer Assessment Experience on MOOC Platforms. The Third (2016) ACM Learning at Scale Conference, Edinburgh.
Sunar, A.S., Abbasi, R. A., Davis, H.C., White, S., and Aljohani, N. R. (2018). Modelling MOOC Learners’ Social Behaviours. Computers in Human Behavior.
Swan, K., Day, S., Bogle, L. and Van Prooyen, T. (2015). AMP: A Tool for characterizing the pedagogical approaches of MOOCs. In Bonk, C. J., Lee, M. M., Reeves, T. C., & Reynolds, T. H. (ed), MOOCs and Open Education Around the World. Abington, UK: Taylor & Francis Group.
Tikhomirova, N.V., Kozlov, A.N. and Yasnov, K.A. (2015). Development of intra-University system of e-learning quality assessment on the example of Moscow State University of Economics, statistics and Informatics. Open education, 1 (108), 26–32.
Utku, O. and Cetin Koroglu, Z. (2018). Relationships between MOOCs and English language teaching. In book: Current Pathways in Foreign Language Teaching. Cizgi Kitabevi, 73-84.
Voitovich, I.K. (2014). Criteria of efficiency and quality of E-learning programs in high school, TSPU Bulletin, 4 (145), 152-156.
Zacharis, G.K. and Tsitouridou, M. (2019). Designing PhysicIdea! MOOC: Challenges on teacher education. Educational Journal of the University of Patras, 6(1), 362-368.
Zhu, M., Bonk, C. J., and Sari, A. R. (2018). Instructor Experiences Designing MOOCs in Higher Education: Pedagogical, Resource, and Logistical Considerations and Challenges. Online Learning, 22(4), 203-241.
Published
2019-10-11
How to Cite
Maltseva, A., Klyushnikova, E., Veselov, I., Gridchina, A., Chernova, T., & Soroko, G. (2019). Modern approaches to the assessment of massive open online courses and its implementation on the example of courses for the Russian language studying. Amazonia Investiga, 8(23), 222-236. Retrieved from https://www.amazoniainvestiga.info/index.php/amazonia/article/view/603
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