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The purpose of this research was to determine how MOOCs (Massive Open Online Courses) can be introduced and implemented in Higher Education institutions in Mauritius. The study explored the perspectives of students, teachers and educational leaders using an exploratory case study approach, and involved the implementation of short MOOC-based courses in three areas of higher education in Mauritius. While much of the existing literature on MOOCs has used quantitative data to explore patterns of enrolment and retention, this study explicitly focused on student experience, and used Garrison, Anderson and Archer’s (2000) Community of Inquiry (COI) model to explore patterns of ‘presence’ and pedagogical preferences and needs of learners. In order to explore how these preferences, together with other contextual factors might affect the adoption of MOOCs in Mauritius, Venkatesh and Davis’s (2000) Technology Acceptance Model2 (TAM2) was used. The COI and TAM2 models were used both as analytical frameworks, but also to develop a new composite model that also can function as a boundary object (Bowker and Star, 1999; Fox, 2011) enabling different stakeholders to understand each other’s needs and expectations and communicate better with each other. For Mauritian learners, teaching presence in online environments is of critical importance: this is reflected in different scenarios of MOOC implementation identified, and in a proposed staged model for MOOC adoption across the HE sector in Mauritius. This involves further pilots and preliminary research (stage 1), integration of MOOCs into practice (stage 2), customisation and development of MOOCs (stage 3) and a MOOC for Mauritius (stage 4), with each stage informing the implementation of subsequent stages as part of a broad action research framework. The original contributions made by the research to the knowledge base of its possible audiences include: providing models of practice for teachers and educational leaders; informing the educational leaders and policy makers about how MOOCs can be successfully implemented in Mauritius; providing detailed case studies on MOOCs to the academic audience interested in MOOCs specifically; and proposing a new composite, pedagogically-informed, technology acceptance model to those academics who are interested in online pedagogy and technology acceptance. The results of this PhD research can also inform the introduction and effective implementation of MOOCs in other less-economically developed countries.

Advocates of Massive Open Online Courses (MOOCs), a cross-cultural phenomenon that has attracted public attention throughout the world, portray them as an equalizing force in international higher education; but researchers have noted discrepancies in how learners from different countries have engaged with them. The number of MOOC learners in China is growing rapidly, and Chinese learners are enthusiastic about the unprecedented freedom they now have in selecting courses and accessing resources from the best international universities. However, they have a significantly low completion rate and may experience unique challenges about which little is known. This study took into account the diversity of MOOC learners and proposed changes to its course design to make it more inclusive for Chinese students. I used a mixed method—including document analysis, surveys, and interviews—to investigate the Chinese experience of taking Western MOOCs and also to explore the educational theories and design principles of MOOCs that have been discussed in the Western and Chinese literature. My analysis of the literature revealed issues of contextualization that may play a critical role in improving the MOOC experience for Chinese students. Drawing on theoretical educational frameworks—including motivation, community of inquiry, self-regulated learning, and social identity—my analysis of surveys and interviews identified common themes in the Chinese experience of Western MOOCs. In accordance with the results of my analysis, and also in line with interaction equivalency and situational principles, this study provided suggestions for adapting MOOCs to Chinese learners, such as enhancing content quality, improving learner–learner and learner–instructor interactions, providing social support, and collaborating with local universities and agencies in providing technical and credentialing support.

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The purpose of this study was to examine faculty reluctance to providing students with access to course resources via the Internet. The study explored known barriers to the use of technology and the Internet within educational settings and provided opportunity for new barriers to be presented. Personal and professional demographic factors were collected to determine if certain characteristics were identifiable as predictors to web enhancement. An online survey was designed to collect data to address research questions in the study. The survey consisted of 48 questions, including areas for comments and remarks from faculty members. One thousand two (1002) faculty, out of a possible 4,990 responded to the survey. Based on the results, conclusions have been drawn. Female faculty and faculty ranked as assistant, associate, or full professors were most likely to web enhance. Faculty who had taught for between 1 and 15 years at a four-year university, were also more likely to web enhance than other faculty. Faculty in the fields of biology, business administration, communications, computer science, education, English, nursing and psychology appeared most likely to web enhance their courses. Major barriers to enhancement include increased time commitment, concerns regarding faculty work load, lack of person-to-person contact, and difficulty keeping current with technological changes. Recommendations for removing some barriers included the need to recognize and reward innovation, provide incentives to enhance, and establish cultural change within institutions. Meaningful professional development training on enhancement techniques was also recommended, as well as providing release time for enhancement development. Contact standards on campus websites, providing a contact at each institution for research inquiries, and becoming more accessible to the public at large was also needed. Recommendations for further research included completing this study on an institutional basis, and studying the need for ôrevampingö the concept of ôoffice hoursö when used in connection with online courses. In addition, a qualitative study should be conducted on the pros and cons of web enhancement, as well as a time study comparison of students who complete a low level online course then take a higher level on-site course.

Mass Open Online Courses have been a phenomenon in education in the past few years. Although their popularity is globaly on the rise, it is not yet clear how sustainable MOOCs really are in the long run. Lack of academic texts and non- existing set of guidelines for the design and implementation of effective and successful MOOCs is one of today's problems. The aim of this paper is to create such criteria that can assess the MOOC quality and success, and subsequently assess current MOOC approach and effectivity as well as outline steps to increase their efficacy. In the paper, I present a novel analysis method of potential MOOC efficacy indicators. Then, based on created criteria, I define the importance of lector's active role in the course, the need for clear formulation and communication of rules, goals and expectations, and the significance of setting high course standards. At the end, I suggest ways of utilizing this thesis for further research.

O preparo e produção de material didático para cursos on-line demanda o trabalho de uma equipe multidisciplinar (com técnicos e especialistas de diferentes áreas) junto aos professores-autores. A organização e o processo de produção são complexos e específicos para cada projeto e instituição de ensino. Nesta pesquisa, o objetivo é analisar como ocorreu o processo colaborativo de produção de material didático no curso semipresencial de Licenciatura em Ciências da USP/UNIVESP (no período de 2013). Este estudo é definido como pesquisa qualitativa, identificada como estudo de caso. Para alcançar os objetivos previstos foi realizada coleta de dados documentais e entrevistas com profissionais que participaram do processo de criação. Para análise dos dados obtidos foi realizado inicialmente o levantamento de posicionamentos teóricos ligados aos principais termos que permeiam o estudo. Por meio de análise de conteúdo foram estabelecidas as relações entre a teoria estudada e os dados coletados. Ao final, conclui-se que, por se tratar de um trabalho em equipe, o conteúdo (texto) original precisa passar por alterações e adequações ao longo de todo o processo até se tornar material didático do curso (em seus diferentes formatos). Vale destacar que esse processo de produção é acompanhado, discutido e validado pelo professor em todas as suas etapas. Como em toda equipe multidisciplinar, a comunicação e as inter-relações entre os profissionais são constantes e significativas para o processo. É nesse contexto de trabalho em equipe (junto ao professorautor) que ocorrem momentos de cocriação didática, resultado de um trabalho colaborativo e de criação. Verificou-se que esse processo de atuação das equipes na produção de material didático tem momentos intercalados de trabalho individualizado e colaborativo. Apesar desse fluxo estar desenhado de forma linear, com etapas predefinidas, é nas inter-relações e trocas de conhecimentos, sugestões e adequações do conteúdo que ocorrem momentos de cocriação. Trata-se de um processo híbrido: linear e de cocriação. Linear em sua estrutura e forma de trabalho e de cocriação como parte natural das relações humanas e da produção coletiva de conhecimento. / The preparation and the production of didactic materials for on-line courses demand a multidisciplinary teamwork (technicians and specialists from different areas) along with teacherauthors. The organization and the process of production are complex and specific for each project and teaching institution. The objective of this research is to analyze how the collaborative process of the didactic material produced in the blended learning course of the Licentiate Degree in Science from USP/UNIVESP (conducted over a certain period of time. Qualitative approach has been adopted for this study, more specifically, a case study research. In order to accomplish our goals, we have conducted data collection by using review of documents as well as interviews with the professionals that participated in the creation process. For the purpose of analyzing the collected data, we have gathered diverse theoretical approaches related to the main topics of this study. By having the content analyzed, a relationship between the studied theory and the data collected has been established. In conclusion, due to the fact that it is the product of a teamwork, the original content (text) needs to go through some changes and adaptations during the whole process until the final version of the didactic material (in all its different formats) is completed. It is important to emphasize that every step during the process of production is attended, discussed and validated by the teacher-author. As in any multidisciplinary teamwork, the communication and the interrelationships are constant and meaningful to the process. It is in this context of teamwork (including the teacher-author) that the didactic co-creation occurs, being the result of collaborative and creation work. It has been verified that the groups worked in intercalated moments throughout the production of the material: as individuals or in collaboration. Despite the fact that there are predefined steps which are supposed to flow in a linear way, co-creation takes place during the interrelationships, the exchange of knowledge and suggestions and the adaptation of the content. It turns out to be a hybrid process: linear and co-creative. Linear in its structure and its way of working and co-creative as a natural part of human relationships and as a collective production of knowledge.

Made available in DSpace on 2016-04-27T14:31:25Z (GMT). No. of bitstreams: 1 Daniela Manole.pdf: 4566123 bytes, checksum: ade44921f4bd38f3b6f1aaef9f29c32c (MD5) Previous issue date: 2014-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The key elements of this work emerge in an environment of an enormous use of web 2.0/3.0 for authorship together with a exponential growth of massive online educational initiatives with strong technology usage, where open educational resources with creative commons licenses and copyrighted materials oppose to materials without any indication of license, and at the same time there is a tension on the creative work of professors and students as to whom belongs its fruits. This research aims to analyze some of these environments where the conflicts are present, get to know the Bills of Law that tries to adjust to the new reality, in Brazil and elsewhere, as well as questioning and identify the key curriculum elements and pedagogical strategies used in the educational conceptualization of massive virtual environments. Through search one seeks comprehension of philosophical changes at todays cybernetic moment, trying to understand the need of change in teachers and students new roles. The problem is defined as the exposure of points of conflict between Open Educational Resources (OER) and copyrights in virtual learning environments, which in turn could comprehend a group of Learning Objects (LO), cited in various documents within this work. The results of this work suggests that in short and mid term learning objects which form the contents of a course kept in a virtual environment from a public or private institution, needs to be standardized and should explicitly contain, in metadata format, the kinds of embedded license whereas from copyrights or open educational resources under creative commons. The possibility of using LO with the appropriate and complete license information within metadata, depends on faculty knowledge for authorship as well as reuse of LO from another authors, so established principles can be applied / O elemento propulsor desta pesquisa surge em um cenário de crescente uso da web 2.0/3.0 para autoria na internet concomitante ao aumento exponencial de iniciativas educacionais massivas em ambientes virtuais de aprendizagem com intenso uso de tecnologia, em que o uso de recursos educacionais abertos com as respectivas licenças creative commons e os materiais protegidos por direitos autorais contrapõem-se a materiais sem qualquer indicação de licença atrelada, ao mesmo tempo em que há uma tensão entre a autoria do trabalho criativo de professores e alunos e a quem pertence os frutos dessa autoria. São objetivos desta pesquisa, a análise de alguns dos ambientes em que os conflitos estão presentes, o aprofundamento nos projetos de Leis, como a reforma à Lei de Direitos Autorais vigente, que procuram se adaptar à nova realidade, no Brasil e no mundo, e questionar e identificar os elementos curriculares e estratégias pedagógicas utilizadas nas concepções educacionais de ambientes virtuais massivos. Buscam-se na origem filosófica das mudanças ignitoras da cibercultura, as razões para as novas demandas de mudanças necessárias nos papéis do professor e do aluno. O problema é definido na exposição dos pontos de conflito entre Recursos Educacionais Abertos (REA) e direitos autorais nos Ambientes Virtuais de Aprendizagem (AVA), que, por sua vez, podem compreender diversos Objetos de Aprendizagem (OA), descritos em inúmeros documentos recentes citados ao longo deste trabalho. Os resultados apresentados neste estudo sugerem que, em uma perspectiva de curto a médio prazo, os objetos de aprendizagem que formam o escopo de um curso hospedado em um dado ambiente virtual, seja ele de uma instituição pública ou privada, precisam ser padronizados e conter explicitamente, em forma de metadados, os tipos de licenças embutidas, se são provenientes de conteúdos protegidos ou compõem-se de recursos educacionais abertos licenciados sob creative commons. A possibilidade de utilizar objetos de aprendizagem com a aposição completa das licenças nos metadados, depende do conhecimento dos professores, tanto para a autoria, quanto para o reúso de OA de outros autores, para que apliquem os preceitos estabelecidos

[pt] Conduzimos uma pesquisa de campo a partir de um curso online aberto e massivo (MOOC), realizado no último trimestre de 2017, utilizando o ambiente virtual de aprendizagem da PUC-Rio. A partir da experiência com este curso, estudamos a dinâmica de participação dos alunos nas atividades pedagógicas e os efeitos no desempenho, baseados em exames de avaliação. Também estudamos a interação entre os participantes do curso a partir dos fóruns de discussão com o apoio de um mediador. Um grupo de controle sem a participação do mediador foi criado, para viabilizar um estudo comparativo de resultados. Além disso, ampliamos o estudo para avaliar também possíveis efeitos do mediador no comportamento dos alunos nas atividades didáticas do curso. Ao final traçamos um perfil dos alunos do curso e realizamos comparações com cursos MOOC realizados por outras instituições de ensino. / [en] We conducted a field study from a massive open online course (MOOC), held in the last quarter of 2017, using PUC-Rio s virtual learning platform. From the experience with this course, we studied the dynamics of students participation on the course activities and the effects on performance in the evaluation. We also studied the interaction between course participants on discussion forums with the support of a mediator. A control group without the participation of the mediator was created, to make feasible a comparative study of results. In addition, we extended the study to evaluate possible mediator effects on student behavior in other course activities. At the end we draw a profile of the students of the course and compared with MOOC courses conducted by other educational institutions.

The purpose of this study was to assess radiography faculty perceptions of the effectiveness of asynchronous online courses. Learning effectiveness in a web-based virtual learning environment (VLE) was the conceptual framework for this project (Piccoli, Ahmad, & Ives, 2001). For the purposes of this study, learning effectiveness was defined as the quality of learning being comparable between online and traditional courses (Moore, 2011). Ten research questions were used to guide this study, and statistical tests were conducted to evaluate 17 null hypotheses. The statistical tests included use of one-way analysis of variance (ANOVA), Pearson correlations, and single-sample t-tests. Ten of the 17 null hypotheses were rejected. Research findings indicate that the effectiveness of online courses is not significantly affected by faculty position, type of institution, faculty age, or years of teaching experience. Faculty perceptions of the effectiveness of online courses increase with years teaching online courses, number of online courses taught in the past 5 years, and perceived competence with use of technology.