A PROFILE OF ONLINE COURSE STUDENT
Abstract
This article presents the results of a two-year study of massive open online courses (MOOC) «Modern Environmental Problems and Sustainable Development», which is effective since September 2015 on National Russian Platform «Open Education» in terms of learners' audience. A learner's profile is made on the basis of the conducted survey. According to the data collected, these are young women, who are interested in this subject and who are currently students or young specialists residing mainly in Moscow region. We found out that 9-11% of the learners, who were initially enrolled, have completed the course. These figures are similar to the ones collected by foreign researchers on the basis of analysis of MOOCs run in other countries. One of the reasons for subscribing to an online course given was the opportunity to enlarge knowledge. This fact would be meaningful for improving existing courses so that they not only provide new information but revise existing knowledge as well. The important factor that describes a rise in popularity of online course «Modern Environmental Problems and Sustainable Development» is the increase in the number of subscribers who live abroad in 2016.
About the Authors
L. V. Popova
Lomonosov Moscow State University
Russian Federation
Russian Federation
Nikolai N. Marfenin - Dr. Sci. (Biology), Prof., the Biological Faculty
Address: 1, Lenin Hills, 119991, Moscow
N. N. Marfenin
Lomonosov Moscow State University
Russian Federation
Russian Federation
Nikolai N. Marfenin - Dr. Sci. (Biology), Prof., the Biological Faculty
Address: 1, Lenin Hills, 119991, Moscow
P. L. Pekker
Lomonosov Moscow State University
Russian Federation
Russian Federation
Polina L. Pekker - Postgraduate student, Faculty of Educational Studies
Address: 1, Lenin Hills, 119991, Moscow
References
1. Andreev, A.A. (2014). [Russian Open Educational Resources and Mass Open Distance Courses]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 6, pp. 150-155. (In Russ., abstract in Eng.)
2. McAuley, A., Stewart, B., Siemens, G., Cornier, D. (2010). The MOOC Model for Digital Practice. CC Attribution. Available at:http://www.eleamspace.org/Articles/MOOC_Final.pdf
3. Titova, S.V. (2015). [MOOC in Russian Education]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 12, pp. 145-151. (In Russ., abstract in Eng.)
4. Tret'yakov, V.S., Larionova, V.A. (2016). [Open Online Courses as a Tool for Modernization ofEducational Process in Universities]. Vysshee obrazovanie v Rossii = Higher Education in Russia. No. 7 (203), pp. 55-66. (In Russ., abstract in Eng.)
5. Downes, S. (2013). The Role of Open Educational Resources in Personal Learning. In: McGreal, R., Kinut-hia, W., Marshal, S. (Eds). Open Educational Resources: Innovation, Research and Practice. Commonwealth of Learning and Athabasca University, Vancouver. Available at: http://oasis.col.org/bitstream/handle/11599/486/pub_PS_OER-IRP_web.pdl?sequence=1&isAllowed=y
6. Veledinskaya, S.B., Dorofeeva, M.Yu. (2015). [Effective Maintenance of E-Learning: Technologies for Student Involvement and Retention]. Obrasovatelnye tekhnologii [Educational Technologies]. No. 3, pp. 104-115. (In Russ., abstract in Eng.)
7. Yaroslav Kuzminov - Martin Carnoy. Panel Discussion. (2015). [Online Learning: How it Affects the University Structure and Economics]. Voprosy obrasovaniya [Education Issues]. No. 3, pp. 8-43. (In Russ., abstract in Eng.)
8. Koutropoulos, A., Gallagher, M. S., Abajian, S. C., deWaard, I., Hogue, R. J., Keskin, N.O., Rodriguez, C. O. (2012). [Emotive Vocabulary in MOOCs: Context & Participant Retention]. European Journal of Open, Distance and E-Learning. Available at: http://www.eurodl.org/?p=Special&sp=init2&article=507
9. Liynagunawardema, T.R., Adams, A.A., Williams, S.A. (2013). [MOOCs: A Systematic Study of the Published Literature 2008-2012]. International Review of Research in Open and Distance Learning. Vol. 14, no. 3, pp. 202-227. DOI: http://dx.doi.org/10.19173/irrodl.v14i3.1455. Available at: http://www.irrodl.org/index.php/irrodl/article/view/1455
10. Ho, A.D., Reich, J., Nesterko, S., Seaton, D.T., Mullaney, T., Waldo, J., Chuang, I. (2014). [Harvardx and MITx: The First Year of Open Online Courses (Harvardx and MITx Working Paper No. 1)]. Jan. 21. Available at: http://papers.ssm.com/sol3/papers.cfm?abstract_id=2381263
11. Internet Education: Participants of Courses and Experience of Training (2016). Tipichnaya Vyshka. Byulleten Centra vnutrennego monitoringa. [The Bulletin of the HSE Centre for Institutional Research]. No. 3 (25). pp. 2-3. (In Russ.)
12. Kop, R., Fournier, H., Mak, J.S.F. (2011). A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses. International Review of Research in Open and Distance Learning, Special Issue - Emergent Learning, Connections, Design for Learning. No. 12 (7), pp. 74-93. Available at: http://nparc.cisti-icist.nrc-cnrc.gc.ca/eng/view/accepted/?id=561c1d40-92f3-4316-af6e-4f2cb42d5848.
Review
Views:
995
Email this article 