New Didactic Models for MOOCs

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68407700%3A21260%2F17%3A00348940" target="_blank" >RIV/68407700:21260/17:00348940 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.5220/0006362805050512" target="_blank" >https://doi.org/10.5220/0006362805050512</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5220/0006362805050512" target="_blank" >10.5220/0006362805050512</a>

Jazyk výsledku

angličtina

Název v původním jazyce

New Didactic Models for MOOCs

Popis výsledku v původním jazyce

In recent years we observed an enormous rise of Massive Open Online Courses (MOOCs). A problem of MOOCs is the high dropout rate. This caused by the lack of an appropriate didactic model, low interaction students teacher, poor feedback mechanism. In this paper we propose some improvements. Our proposed didactic model is a description of the learning interaction process in the course of the time. Emotions play an important role in this model. It proves that emotions have a great impact on the study behaviour of students. Some emotions as happiness, can stimulate students to go on with the study, other emotions as fear for exams, anger, disappointment about results of exams can block the study behaviour of students. Next we present some educational actions grounded on our model and proposed to decrease the dropout rates. One of the actions is based on verbal and nonverbal feedback of students about their emotional state. Our proposed actions are tested on a small scale using a MOOC implemented under Moodle.

Název v anglickém jazyce

New Didactic Models for MOOCs

Popis výsledku anglicky

In recent years we observed an enormous rise of Massive Open Online Courses (MOOCs). A problem of MOOCs is the high dropout rate. This caused by the lack of an appropriate didactic model, low interaction students teacher, poor feedback mechanism. In this paper we propose some improvements. Our proposed didactic model is a description of the learning interaction process in the course of the time. Emotions play an important role in this model. It proves that emotions have a great impact on the study behaviour of students. Some emotions as happiness, can stimulate students to go on with the study, other emotions as fear for exams, anger, disappointment about results of exams can block the study behaviour of students. Next we present some educational actions grounded on our model and proposed to decrease the dropout rates. One of the actions is based on verbal and nonverbal feedback of students about their emotional state. Our proposed actions are tested on a small scale using a MOOC implemented under Moodle.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

PROCEEDINGS OF THE 9TH INTERNATIONAL CONFERENCE ON COMPUTER SUPPORTED EDUCATION

ISBN

978-989-758-239-4

ISSN

—

e-ISSN

—

Počet stran výsledku

8

Strana od-do

505-512

Název nakladatele

SciTePress

Místo vydání

Setùbal

Místo konání akce

Porto

Datum konání akce

21. 4. 2017

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000444645500058