ABSTRACT
Considering the quick technological development in our society, as well as the continuous demand for workforce equipped with sufficient technology skills, self-paced online learning materials on hot topics like artificial intelligence (AI) play an important role in filling knowledge gaps and supporting life-long learning. In addition to technology professionals, citizens with all kinds of backgrounds have the right to gain a basic understanding in ground-breaking technologies, in order to have an equal and balanced say in what kind of technological solutions we should have in the future.
Furthermore, the need for quality distance learning has been accelerated by the COVID-19 pandemic, and massive, open online courses (MOOCs) have the capability to cater for both academic students and the general public searching for reskilling and upskilling opportunities.
- F. Heintz and T. Roos. 2021. Elements of AI – Teaching the basics of AI to everyone in Sweden. In Proc 13th International Conference on Education and New Learning Technologies Online Conference.Google Scholar
- Niklas Karlsson and Anna-Lena Godhe. 2016. Creating a community rather than a course—possibilities and dilemmas in an MOOC. Education Sciences 6, 2 (2016), 18.Google ScholarCross Ref
- Natalie Lao. 2020. Reorienting Machine Learning Education Towards Tinkerers and ML-Engaged Citizens. PhD dissertation. Massachusetts Institute of Technology. https://dspace.mit.edu/handle/1721.1/129264Google Scholar
- T. Liyanagunawardena, S. Williams, and A. Adams. 2013. The impact and reach of MOOCs: a developing countries’ perspective. eLearning Papers 33(2013).Google Scholar
- B. A. Oakley and T. J. Sejnowski. 2019. What we learned from creating the world’s most popular MOOCs. Science of Learning 4(2019).Google Scholar
- Ebba Ossiannilsson. 2021. MOOCS for Lifelong Learning, Equity, and Liberation. In MOOC (Massive Open Online Courses). IntechOpen.Google Scholar
- O. Service, M. Hallsworth, D. Halpern, F. Algate, R. Gallagher, S. Nguyen, S. Ruda, M. Sanders, M. Pelenur, A. Gyani, H. Harper, J. Reinhard, and E. Kirkman. 2019. EAST: Four simple ways to apply behavioural insights. Behavioural Insights Team. https://www.behaviouralinsights.co.uk/wp-content/uploads/2015/07/BIT-Publication-EAST_FA_WEB.pdfGoogle Scholar
Recommendations
Patterns of persistence: what engages students in a remedial english writing MOOC?
LAK '14: Proceedings of the Fourth International Conference on Learning Analytics And KnowledgeMOOCs have the potential to help institutions and students needing remedial English language instruction in two ways. First, with their capacity to use a wide range of instructional approaches and to emphasize contextualized and visual learning, MOOCS ...
Designing and implementing online discussion forums: an Australian case study
Effective online learning requires both teachers and students to move beyond traditional face-to-face and correspondence modes and adopt strategies that take advantage of the flexibility and connectivity in the virtual or online classroom. In higher ...
Predict and Intervene: Addressing the Dropout Problem in a MOOC-based Program
L@S '19: Proceedings of the Sixth (2019) ACM Conference on Learning @ ScaleMassive Open Online Courses (MOOCs) are an efficient way of delivering knowledge to thousands of learners. However, even among learners who show a clear intention to complete a MOOC, the dropout rate is substantial. This is particularly relevant in the ...
Comments