In English 10, students are challenged to extend their writing and research skills and to develop their personal ‘voice’. Students are expected to delve and explore the writing process through a variety of means: essays, responses, narrative stories, dramatic scripts, poetic forms, notes and letters. The general goal of English is the enjoyment of literature through investigation and exploration; therefore, the courses offer various short stories, poems, novels, plays and essays to appeal to a variety of interests and abilities. With growing confidence, students will begin to develop their skills of literary analysis through a greater emphasis on the role that literary features play in creating meaning and perspective. Formal and informal essay writing is further practiced, with specific training in the formulation of a thesis and the selection and organization of supporting evidence. Students will continue to develop and work towards greater sophistication in their language and communication of ideas and make personal connections to what they read, hear and view. The English 10 course requires the completion of a Provincial Exam, worth 20% of a student’s final mark.
The onlinecourses provide free learning system for any learners in the world without any barriers like education criteria or entry cost. xMOOCs and cMOOCs are the two types of MOOCs learning system. The cMOOCs learning can happen within the network or group. The cMOOCs learning system provide only limited courses and the limited students can enrolled for particular courses. The learners can used digital platforms or network for learning onlinecourses. In xMOOCs the number of learners can complete their courses from provided universities. The MOOCs is Massive Open Online Course they provide free learning onlinecourses for any student without any cost or education criteria. The students can face problems during learning process they cannot solve these difficulties or problems by discussing with others. The recommendation system can helps learner to solve their problems by discussing with partners which is recommended as study partner.
Abstract: Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open OnlineCourses (MOOCs) as the most recent development. New web technologies allow for scalable ways to deliver video lecture content, implement social forums and track student progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this paper, we present a study on various forms of assessment and their relationship with the final exam score. In general, the reliability of both the self-assessments and the peer assessments was high. Based on low correlations with final exam grades as well as with other assessment forms, we conclude that self-assessments might not be a valid way to assess students’ performance in MOOCs. Yet the weekly quizzes and peer assessment significantly explained differences in students’ final exam scores, with one of the weekly quizzes as the strongest explanatory variable. We suggest that both self-assessment and peer assessment would better be used as assessment for learning instead of assessment of learning. Future research on MOOCs implies a reconceptualization of education variables, including the role of assessment of students’ achievements.
Minnesota allows private school students to enroll in individual onlinecourses that are core courses. Students must take the course on school property under the supervision of a public school teacher. (Under the Shared Time Aid statute MS 126C.19 and MS 126C.01 Definitions Subd 8 Shared time pupils)
“No one wishes to delve into the discussion of what a faculty member is doing in his/her physical or online classroom…Thus there is an ongoing debate [concerning onlinecourses] between the ‘academic freedom’ of a faculty members and the ‘academic integrity’ of a course” (Rob, 2010, p. 419). i
Moreover, credit ratios (which in some sense quantify pass rates) are remarkably similar across delivery modes in this study, indicating that community college students taking some or all of their coursesonline were as likely to complete and pass their courses as students taking all of their courses onground. Indeed, students blending online and onground courses were slightly more likely to complete their courses with passing grades than either students taking all their courses onground or students taking their courses only online. These findings seemingly contradict not only those of the CCRC (Jaggers & Xu, 2010; Xu & Jaggers, 2011), but those from the California community colleges (Hart, Friedman, & Hall, 2015; Johns & Cuellar Majia, 2014). The differences may be definitional. The credit ratio used in this research is just that: a ratio; it needs to be multiplied by credits attempted to get the number of courses completed with a passing grade. As the fully online students in the community college population studied in this research attempted far fewer credits, they would have obtained far fewer as well. Thus the small number of fully online students could bring down the “ever online” averages if one did not separate students who take all onlinecourses from students who take some onlinecourses, as was done in this study. In any case, the results clearly deserve further investigation.
The technological advances leading into the 21 st century present many challenges for higher education. College are concerned and deeply involved in the changes that are occurring in higher education. One dramatic change involves the development and increasing use of online education. Most university departments offer onlinecourses. As the incorporation of such courses are increased in college programs educators recognize that they cannot be taught the same way as traditional classroom courses. They require the development of new and different teaching techniques. Such activities are well on their way. One activity which has been found to benefit students is group work (Rau and Heyl, 1990; Rinehart, 1999). Instructors of onlinecourses often hesitate to have their students engage in this activity because of perceived
Every day on the Internet appear onlinecourses (good, bad, free, expensive, legal, illegal, ...). They can be of great benefit, especially to people who, because of a lack of free time can not attend face-to-face teaching, and have a duty of continuous professional development. In this great offer, it is really difficult to choose the right one that will fully meet the strict criteria. In this paper, we point to the conditions and requirements that may significantly facilitate students making their final decision regarding the selection of different forms of online training.
Setting up an environment to create a sense of community and providing meaningful feedback is more likely to establish a connection among students and faculty in an online course. As stressed by Wegerif (1998), collaborative learning is central to the feelings of success or failure in an online course, and social factors are important to this type of learning. He further reports that students who felt they had gained most from the course moved from feeling like outsiders to feeling like insiders. In addition, Brown (2001) contends that building a sense of community is important because it can affect such things as student satisfaction, retention, and learning. Instructors can develop strategies when creating onlinecourses to enhance and encourage collaborative learning among students to establish a sense of community and set the stage for meaningful feedback.
Although MOOC attrition may be the result of many factors, a number of which are outside the control of MOOC providers, the structure and pedagogy used in any educational course influences the ability and motivation of students to continue and to achieve their learning objectives. For example, activities which promote deeper learning, practices which encourage learner engagement, collaborative working and strategies allowing users to be actively involved in planning and directing their own learning have all been associated with lower levels of attrition . At the time of initial MOOC enthusiasm, very little consideration had been given to the pedagogy appropriate for this novel type of course or for supporting the target audiences. Indeed, many of the courses were (and still are) recorded versions of existing traditional courses. Although pedagogy is now mentioned in more research articles, in many cases it is speculative and further, it is unclear how far it has started to influence the design of MOOCs. A recent study sponsored by the Gates Foundation concludes that the methods of learning generally employed in the main MOOC platforms are content-focussed, do little to foster self-regulation, and promote passive learning . The study also found that, despite the potential for discussion and collaborative learning through forums and online debate, in practice this was not achieved and levels of interaction were poor. One further aspect of note is that MOOCs are very often valued for their provenance. That is, courses may be held in esteem simply because they come from a world-ranking institution. FutureLearn are not alone in publicising their offerings by statements such as: “Enjoy free onlinecourses from top universities and cultural institutions” . However, it is not necessarily the case that such institutions have best understanding of appropriate pedagogy for supporting the majority of MOOC participants.
If you have email and Internet access, you have everything you need to take advantage of the opportu- nity to learn online! Enrolling in onlinecourses allows you to enjoy the benefits of a traditional classroom education in a non-traditional way. Onlinecourses pro- vide you with the freedom to plan your coursework around your personal schedule while maintaining interaction with faculty and fellow students. Enter the “virtual classroom” at any time of the day or night to participate in meaningful class discussions, access course information and lectures, work on challenging assignments, and take part in exciting group activities. Students who have tried online classes tell us they prefer the independence of completing quality college courses via the Internet. Consider joining us on the Web!
This Paper discusses the importance of “Massive Open OnlineCourses” (MOOC) in present era. MOOC is recently introduced in our education system. Over the last decade, many educational institutions have begun offering courses via the web in a variety of formats. Recently, new breed of online class has emerged that is “Massive Open Online Course”. The original concept for a MOOC came from academic research in early 1960s with the idea that people could be linked by a series of computers to discuss, listen and learn about a particular topic. With the continuous development in IT, it becomes easier for everyone to hav e access to a broad and diverse range of education and learning system. MOOC provide free onlinecourses that enable people with an interest in a selected topic to study and learn through interaction with others also interested in same topic. There are no fees or entry requirements and no formal academic credit is available. The purpose of this paper is to describe the basic elements of MOOC and explore what MOOCs might mean for libraries. Along with this the paper contain importance of MOOC in our educatio n system and define how this new method of study brings revolution in our existing education system This paper is intended to 1) define the MOOC 2) critically discuss the importance of MOOC 2) how it’s working 3) which kind of benefits it is providing to students 4) how it differ from traditional education system 5) some of its inherent disadvantages.6)The paper also proposes strategies for the institutional adoption and implementation of MOOC 7) offer suggestions for the improvement of this new way of educational system. This paper also draws on diffusion of innovations theory to help understand and predict MOOC outcomes for students. There is lack of research studies and critical papers examining its current situation around the world, so this paper also examines it from various dimensions: pedagogical and technological implementations around the world and its research focus. Therefore, a literature review on MOOCs characteristics, timelines of its development and a bend of practical issues with the wel l known MOOCs providers are presented
What is an Online Course? In an online course, students access some or all of the course material and participate in course activities over the Internet. Students can work from any Internet-connected computer to complete assignments and interact with other students and the instructor. Textbooks are normally required in addition to the online course material. To participate in an online course, students should have regular access to a computer with an Internet connection. Students should also have some familiarity with Internet use, email use, and file management (saving files, downloading files, attaching files to email). Students are expected to work independently with instructor guidance. Onlinecourses are not self-paced. Students are required to complete and submit assignments or participate in course activities according to an instructor-defined schedule. For information about a specific online course, contact the course instructor.
2. While it goes without saying that the primary responsibilities with regard to academic honesty belong to the student, faculty and departments designing MOOCs should be mindful to set up courses that support students who seek to be honest and do not reward those who cheat.
As an example, an online professional development course [HREF3] was designed to help administrators gain both the competence and confidence needed to facilitate and support effective learning environments supported by technology. Participation in the course comprised a variety of virtual interactions and discussions and incorporated three primary strategies (modeling, reflecting, and collaborating) that, based on previous research (Ertmer, 1999; 2003), were judged to be effective in supporting teacher and school change. For example, participants observed (via the Web and CD-ROM) a number of model teachers; engaged in ongoing reflective conversations via asynchronous bulletin board discussions, as well as synchronous chat sessions; and collaborated with each other for the completion of various course activities. By requiring administrators to use technology to examine issues of technology leadership, the course was able to support the development of administrators' ideas related to technology leadership, while simultaneously building their confidence and competence related to technology skills.
procedure). The health care delivery system and its environment are also addressed along with issues such as ethics, legal/regulatory and economic concepts. Specific attention is given to the application of these concepts as students encounter learning situations regarding the above concepts. This course is intended to be second in a two-course sequence (NU 7200 and NU 7220) and to serve as a companion course to NU 7230. Prerequisites: NU 6020, NU 6040, NU 6060, NU 6080; all HCL courses. Concurrently: NU 7320 and Research option.
Online education continues to grow as more institutions seek to take advantage of the benefits related to Internet-based classrooms and learning experiences. Offering coursesonline allows organizations to overcome the limitations of physical, on-campus classroom constraints , engage geographically distant student populations , and provide fiscal benefits to both the institution and students . In 2012, 86.5% of higher education institutions offered some onlinecourses, with over half offering complete online degree programs . The expansion of online course offerings has been matched by an increase in online enrollment—32% of all higher education students (6.7 million) were enrolled in at least one online course in 2012 . The rapid expansion of enrollment in onlinecourses has been paralleled by the rise of significant research into the effects, opportunities, and challenges of onlinecourses, both in delivery and outcome. Meta-analyses have repeatedly demonstrated the equivocality of educational outcomes between online and offline education [6-8]. Although online and offline education may be comparable with regard to learning outcomes, differences in class members’ communication stemming from the mediation of online interactions suggests differences in the communicative influence exerted on learners.
One of the salient features of the MOOC phenomenon is how learners can engage in a large open course community where they often learn more from peers, while being supported by a team of one or more university professors and teaching assistants. However, one of the most challenging aspects of MOOCs is attrition and accreditation, as the majority of learners will either drop out of the course entirely or complete the course without any transferable postsecondary credits (Daniel, 2012; Hill, 2013; Jordan, 2013). Some argue that despite these issues, the clarion call of MOOCs is "disregard the dropouts and celebrate giving huge numbers of people access to free, high-quality, education" (Gee, 2012, para. 19). An examination of current university offerings reveals a dichotomy in which students are currently able to access courses: (1) on-campus face-to-face; or (2) online using a mixture of synchronous and asynchronous technologies. Dissatisfaction, lack of incentives for developing and teaching onlinecourses, and the perception of onlinecourses as poor quality are commonplace in brick-and-mortar universities (Parry, 2009; Seaman, 2009). A recent study of 10,700 faculty members across the United States conducted by the Sloan National Commission found that "over 80 percent of faculty with no online teaching or development experience believe that the learning outcomes for online are 'inferior' or 'somewhat inferior' to those for face-to-face instruction" (Seaman, 2009, p. 6), despite considerable evidence in the literature refuting these beliefs (Tallent-Runnels et al., 2006; Ward, Peters, & Shelley, 2010). As a result, most brick-and-mortar PSIs continue to offer a majority of their courses face-to-face, resulting in the limiting of access to those individuals within the geographical and temporal regions surrounding the institution offering those courses. Further, for those PSIs that do offer online options, those courses are often one-off courses within the context of a traditional program, thus contributing to the inflexibility faced by learners as they are unable to access the full array of courses required to earn a credential (Parry, 2009). These programs and their institutions often claim high hidden costs associated with offering a complete online program, a lack of administrative support structure, and the changing role of faculty members (Neely & Tucker, 2010). According to Neely and Tucker, "significant per course costs that are often unaccounted for in university budgets ... include leadership and support ... in coordinating the design, development, and implementation of new courses" (p. 28).
For onlinecourses your registration must be received in our office no later than 1 day before the class starts or a late fee will apply! Online classes follow the same schedule as on campus courses for Fall and Spring semesters each year. In addition there will be a summer semester for online classes. You can find the schedule for onlinecourses at