Abstract: Since its appearance, the MOOC (massive open online course) is gaining more and more intention of the educational communities over the world. Apart from the current MOOCs design and purposes, the creators of MOOC focused on the importance of the connection and knowledge exchange between individuals in learning. In this paper, we present a conceptual model for massive open online blended courses where teachers over the world can collaborate and exchange their experience to get a common efficient content designed as a MOOC opened to their students to live a better learning experience. This model is based on disciplines’ concepts capitalization and the detection of the obstacles met by their students when faced with problem situations (exercises, projects, case studies, etc.). This detection is possible by analyzing the frequently of semantic errors committed by the students. The participation of teachers in the design of the course and the attendance by their students can guarantee an efficient and extensive participation (an important number of participants) in the course, the learners’ motivation and the evaluation issues, in the way that the teachers designing the course assess their students. Thus, the teachers review, together with their knowledge, offer a better assessment and efficient connections to their students.
Abstract: The current paper presents the findings of a research
study on learners- barriers and motivators engaged into blended
programs in a workplace context. In this study, the participants were
randomly assigned to one of four parallel e-learning courses, each of
which was delivered using a different learning strategy. Data were
collected through web-based and telephone surveys developed by the
researchers. The results showed that vague instruction, time
management, and insufficient feedback were the top-most barriers to
blended learning. The major motivators for blended learning included
content relevance, flexibility in time, and the ability to work at own
pace.
Abstract: Using activity theory, organisational theory and
didactics as theoretical foundations, a comprehensive model of the
organisational dimensions relevant for learning and knowledge
transfer will be developed. In a second step, a Learning Assessment
Guideline will be elaborated. This guideline will be designed to
permit a targeted analysis of organisations to identify the status quo
in those areas crucial to the implementation of learning and
knowledge transfer. In addition, this self-analysis tool will enable
learning managers to select adequate didactic models for e- and
blended learning. As part of the European Integrated Project
"Process-oriented Learning and Information Exchange" (PROLIX),
this model of organisational prerequisites for learning and knowledge
transfer will be empirically tested in four profit and non-profit
organisations in Great Britain, Germany and France (to be finalized
in autumn 2006). The findings concern not only the capability of the
model of organisational dimensions, but also the predominant
perceptions of and obstacles to learning in organisations.