This paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. More...
Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. More...
The use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. More...
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. More...
While press coverage of MOOCs (massive open online courses) has been considerable and major MOOC providers are beginning to realize that employers may be a market for their courses, research on employers’ receptivity to using MOOCs is scarce. More...
One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. More...
We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. More...
Special Issue: Research into Massive Open Online Courses
Guest Editor: George Siemens
The dramatic increase in online education, particularly massive open online courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. In early 2013, the impact of MOOCs had been largely disseminated through press releases and university reports. The peer-reviewed research on MOOCs was minimal. The MOOC Research Initiative (MRI), funded by the Bill & Melinda Gates Foundation, addressed this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general. This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.
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Alexandria Walton Radford, Jessica Robles, Stacey Cataylo, Laura Horn, Jessica Thornton, Keith E. Whitfield
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Denise K. Comer, Charlotte R. Clark, Dorian A. Canelas
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Erin Dawna Reilly, Rose Eleanore Stafford, Kyle Marie Williams, Stephanie Brooks Corliss
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Suhang Jiang, Adrienne E. Williams, Mark Warschauer, Wenliang He, Diane K. O'Dowd
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Fiona M. Hollands, Devayani Tirthali
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Dragan Gasevic, Vitomir Kovanovic, Srecko Joksimovic, George Siemens
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Tawanna R Dillahunt, Brian Zengguang Wang, Stephanie Teasley
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Colin Milligan, Allison Littlejohn
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Diyi Yang, Miaomiao Wen, Abhimanu Kumar, Eric P. Xing, Carolyn Penstein Rose
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Jennifer Campbell, Alison L Gibbs, Hedieh Najafi, Cody Severinski
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Shaun Kellogg, Sherry Booth, Kevin Oliver
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Scott Bulfin, Luciana Pangrazio, Neil Selwyn
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Hedieh Najafi, Rosemary Evans, Christopher Federico
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IRRODL Volume 15, Number 5
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1-324
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Cette publication s’intéresse aux parcours professionnels des anciens stagiaires demandeurs d’emploi ayant suivi une formation relevant du Programme Régional de Formation Professionnelle Continue mis en place par la Région Pays de la Loire, au cours de la campagne 2013-2014. Douze mois après être sortis de leur formation, que sont ils devenus ? Quelles trajectoires ont-ils suivis ? Quels ont été les apports de la formation qu’ils ont suivie ?...autant de questions abordées dans cette étude qui poursuit et complète le travail engagé sur l’évaluation du Programme Régional de Formation Professionnelle Continue des demandeurs d’emploi.
Du 25 mars au 20 mai 2016, Pôle emploi Pays de la Loire organise 4 salons en ligne de recrutement en contrat d'apprentissage. Du CAP au Bac+5, l'apprentissage donne l'assurance à 60% des apprentis de trouver un emploi en CDI à l'issue de leur formation. Pourquoi pas vous ?
Des offres d'emploi sont à pourvoir dans l'ensemble de notre région et par département :
| Loire-Atlantique | Maine et Loire | Mayenne |
| Sarthe | Vendée |
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