The aim of this paper is to understand the degree in which private companies are using MOOCs. How many companies are using MOOCs? Which are the scenarios in which the MOOCs are being used? What benefits are mainly looked after by the companies? Even if we find different state-of-the-art papers giving different guidelines about how the industry can actually take advantage of MOOCs, the application of MOOCs into industrial environments, projects and teams is still a topic that needs to be further addressed. One of the research subject which is still under development is that of applying MOOCs into private companies. Big data techniques, machine learning algorithms, sentiment analysis are just a few of the techniques used to evaluate MOOCs-based teaching scenarios. Consequently, a large amount of research has been directed towards the evaluation of MOOCs' usage and existent solutions. MOOCs have been used in a plethora of scenarios, starting with offering entire courses and specializations and ending in blending them in university courses. Year of 2012 has been declared as " the year of MOOCs " marking the point when renowned universities have joined their efforts with private companies in order to offer open and free, online education. Massive Open Online Courses (MOOCs) have emerged as a paradigm in academic teaching and research. The paper provides lessons of experience in addressing challenges raised. The study notes that a lack of sound back-end LMS management processes for an open source home-grown system could lead to a break-down of the eLearning front-end support structure. In this specific case, an analysis of collated documentation from 2005 to 2010, with regards to LMS bug and feature requests and several appeals for sound infrastructural support, is presented. Conversely, this support unit has experienced a lack of a sound infrastructural foundation including the lack of processes and management thereof.
#Atutor cmu driver
An eLearning front-end support domain has been the main driver for growing eLearning initiatives in a unique environment, where there has been a strong sponsorship for a home-grown open source Learning Management System (LMS). The exponential growth of eLearning at the University of the Western Cape (UWC) has also come with exponential pain specifically in the area of dedicated back-end support.
This has resulted in exponential growth of the application of e-learning within Higher Education Institutions (HEIs). This has resulted in educational institutions committing much resources and time to enhance their infrastructure in readiness for the increased demand for education, improved modes of delivery and the unprecedented influx of students seeking skills for the job market. The use of technology in higher education has realized unprecedented developments across the globe.
#Atutor cmu free
Turkish e-learning system in higher education needs significant investments to supports big number of students with electronic devices, to set up reliable free internet connection for e-learning students, to provide enough computer classes and laboratories with modern techniques, to support development of number of e-learning courses for lectures and students for productive cooperation and interaction within the e-environment. Consortium of universities is necessary to be applied in Turkey to adopt e-learning environment in higher education system on national level.
Stable regulatory policies for e-learning in higher education must be implemented in Turkey to support productive development of the area. This measure is necessary to integrate students, lectures and all available for e-learning data from all the studied universities into one independent e-learning environment. The united platform (like Moodle system in Estonia) is recommended to be implemented in Turkey. Number of measures was offered for Turkish e-learning system in higher education. For the first time we compared number of students and e-courses in three main universities in Estonia (146,067 and 5,388, respectively) and in Turkey (1,401,802 and 234, respectively). Qualitative and quantitative data collection tools were used in the study. Elements of Physical layer of the EES Model-2 of Turkish and Estonian e-learning system were compared and analyzed for the first time. In this paper for the first time we studied and compared actions of main Estonian (University of Tartu, Tallinn Technical University and Tallinn University) and Turkish universities (Anadolu University, Sakarya University and Istanbul University) in a field of e-learning in higher education using EES Model-2.
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