Education at scale: Improvements in type 1 diabetes self-management following a massive open online course.
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ABSTRACT:
SUBMITTER: Mackenzie SC
PROVIDER: S-EPMC9540112 | biostudies-literature | 2022 Aug
REPOSITORIES: biostudies-literature
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Education at scale: Improvements in type 1 diabetes self-management following a massive open online course.
Mackenzie Scott C SC Cumming Kirsten M KM Mehar Salma S Wilson Lyn L Cunningham Scott G SG Bickerton Alex A Wake Deborah J DJ
Diabetic medicine : a journal of the British Diabetic Association 20220422 8
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Project description:PurposeAlthough early identification of pediatric hearing loss is crucial, a formal online training course has not been freely accessible to a global audience. In response, we created a novel course for health professionals worldwide.MethodCourse development occurred from February 2019 to May 2020. Seventeen multidisciplinary experts provided video lectures and demonstrations, including a tour of ear anatomy, operating footage of cochlear implant insertion, and demonstrations of children undergoing hearing testing. Content also included steps for interpreting audiograms, an overview of early screening programs, interviews with Deaf/Hard of Hearing children, and an introduction to public health/educational infrastructure. The course was hosted on Coursera and launched on May 4, 2020.ResultsThe course was approved for 11.5 Continuing Medical Education (CME) and American Board of Pediatrics Maintenance of Certification (MOC)-Part 2 credits and spanned five modules comprised of 50 video learning segments: 1) Ear Anatomy, 2) Hearing Loss and Assessments, 3) Hearing Loss Diagnosis and Impact on Speech and Language Development, 4) Interventions for Hearing Loss, 5) Pediatric Vestibular System and Balance. Since its launch, 6,556 learners have enrolled and 1,540 have fully completed the course; Fifty percent were 25-34 years old, 62% were female, and 43% were from Asia. Average rating was 4.9/5 (n=180 reviews).ConclusionsWe created a freely accessible course for a global audience that provides a broad overview of pediatric hearing loss. Our multidisciplinary approach addresses an educational gap and can serve as a model for developing other online courses.
| S-EPMC11075641 | biostudies-literature
Project description:BackgroundMassive open online courses (MOOCs) have the potential to make a broader educational impact because many learners undertake these courses. Despite their reach, there is a lack of knowledge about which methods are used for evaluating these courses.ObjectiveThe aim of this review was to identify current MOOC evaluation methods to inform future study designs.MethodsWe systematically searched the following databases for studies published from January 2008 to October 2018: (1) Scopus, (2) Education Resources Information Center, (3) IEEE (Institute of Electrical and Electronic Engineers) Xplore, (4) PubMed, (5) Web of Science, (6) British Education Index, and (7) Google Scholar search engine. Two reviewers independently screened the abstracts and titles of the studies. Published studies in the English language that evaluated MOOCs were included. The study design of the evaluations, the underlying motivation for the evaluation studies, data collection, and data analysis methods were quantitatively and qualitatively analyzed. The quality of the included studies was appraised using the Cochrane Collaboration Risk of Bias Tool for randomized controlled trials (RCTs) and the National Institutes of Health-National Heart, Lung, and Blood Institute quality assessment tool for cohort observational studies and for before-after (pre-post) studies with no control group.ResultsThe initial search resulted in 3275 studies, and 33 eligible studies were included in this review. In total, 16 studies used a quantitative study design, 11 used a qualitative design, and 6 used a mixed methods study design. In all, 16 studies evaluated learner characteristics and behavior, and 20 studies evaluated learning outcomes and experiences. A total of 12 studies used 1 data source, 11 used 2 data sources, 7 used 3 data sources, 4 used 2 data sources, and 1 used 5 data sources. Overall, 3 studies used more than 3 data sources in their evaluation. In terms of the data analysis methods, quantitative methods were most prominent with descriptive and inferential statistics, which were the top 2 preferred methods. In all, 26 studies with a cross-sectional design had a low-quality assessment, whereas RCTs and quasi-experimental studies received a high-quality assessment.ConclusionsThe MOOC evaluation data collection and data analysis methods should be determined carefully on the basis of the aim of the evaluation. The MOOC evaluations are subject to bias, which could be reduced using pre-MOOC measures for comparison or by controlling for confounding variables. Future MOOC evaluations should consider using more diverse data sources and data analysis methods.International registered report identifier (irrid)RR2-10.2196/12087.
| S-EPMC7215503 | biostudies-literature
Project description:In this study, we examined students' natural studying behaviors in massive, open, online course (MOOC) on introductory psychology. We found that, overall, distributing study across multiple sessions-increasing spacing-was related to increased performance on end-of-unit quizzes, even when comparing the same student across different time-points in the course. Moreover, we found important variation on who is more likely to engage in spaced study and benefit from it. Students with higher ability and students who were more likely to complete course activities were more likely to space their study. Spacing benefits, however, were largest for the lower-ability students and for those students who were less likely to complete activities. These results suggest that spaced study might work as a buffer, improving performance for low ability students and those who do not engage in active practices. This study highlights the positive impact of spacing in real-world learning situations, but more importantly, the role of self-regulated learning decisions in shaping the impact of spaced practice.
| S-EPMC7076029 | biostudies-literature
Project description:The data presented in this article are based on provides a systematic and organized review of 219 studies regarding using of Massive Open Online Courses (MOOCs) in higher education from 2012 to 2017. Consequently, the extant, peer-reviewed literature relating to MOOCs was methodically assessed, as a means of formulating a classification for MOOC-focused scholarly literature. The publication journal, country of origin, researchers, release data, theoretical approach, models, methodology and study participants were all factors used to assess and categorise the MOOC. These data contribute to materials required by readers who are interested in different aspects related to the literature of using Massive Open Online Courses (MOOCs) in higher education. Intention to use, interaction, engagement, motivations and satisfaction were five dynamics assessed in relation to the improvement of MOOCs. Students' academic performance can be influenced by MOOC which has the advantage of facilitating the learning process through offering materials and enabling the share of information.
| S-EPMC6297852 | biostudies-literature
Project description:Massive Open Online Course (MOOC) platforms incorporate large course catalogs from which individual students may register multiple courses. We performed a network-based analysis of student achievement, considering how course-course interactions may positively or negatively affect student success. Our data set included 378,000 users and 1,000,000 unique registration events in France Université Numérique (FUN), a national MOOC platform. We adapt reliability theory to model certificate completion rates with a Weibull survival function, following the intuition that students "survive" in a course for a certain time before stochastically dropping out. Course-course interactions are found to be well described by a single parameter for user engagement that can be estimated from a user's registration profile. User engagement, in turn, correlates with certificate rates in all courses regardless of specific content. The reliability approach is shown to capture several certificate rate patterns that are overlooked by conventional regression models. User engagement emerges as a natural metric for tracking student progress across demographics and over time.
| S-EPMC7822273 | biostudies-literature
Project description:The nutrition education landscape is changing due to advances in technology. Massive Open Online Courses (MOOCs) are an example of new education opportunities, made possible by advances in online learning environments. This research aimed to evaluate a nutrition-focused MOOC, applying Kirkpatrick's theoretical model of learning, to comprehensively describe learners' reactions, knowledge and behaviours. A mixed-methods approach explored learners' experiences of participating in a global nutrition MOOC. Quantitative survey data, using descriptive statistics, measured pre-course nutrition knowledge, post-course satisfaction and learning, and changes to fruit/vegetable intake. Qualitative data from discussion forums and semi-structured interviews were thematically analysed and explored participant experiences and perceived impacts on dietary behaviours and nutrition knowledge. All results were mapped to Kirkpatrick's model. Surveys measuring perceived knowledge, satisfaction, and fruit and vegetable intake were completed by 4941, 1003 and 1090 participants, respectively. Overall reactions to the course were positive. Perceived vegetable intake increased for 62% of participants. Twelve interviews and six hundred and forty-seven forum comments were analysed, identifying eight themes highlighting changes to knowledge and dietary behaviours, and the importance of peer-to-peer learning. All results mapped to Levels 1-3 of Kirkpatrick's model. MOOCs can be an effective platform to communicate evidence-based nutrition information to large, global audiences.
| S-EPMC9500789 | biostudies-literature
Project description:BackgroundMassive open online courses (MOOCs), as originally conceived, promised to provide educational access to anyone with an internet connection. However, the expansiveness of MOOC education has been found to be somewhat limited. Nonetheless, leading universities continue to offer MOOCs, including many in the health sciences, on a number of private platforms. Therefore, research on online education must include thorough understanding of the role of MOOCs. To date, studies on MOOC participants have focused mainly on learners' assessment of the course. It is known that MOOCs are not reaching the universal audiences that were predicted, and much knowledge has been gained about learners' perceptions of MOOCs. However, there is little scholarship on what learners themselves gain from participating in MOOCs.ObjectiveAs MOOC development persists and expands, scholars and developers should be made aware of the role of MOOCs in education by examining what these courses do offer their participants. The objective of this qualitative synthesis of a set of MOOC evaluation studies was to explore outcomes for MOOC learners, that is, how the learners themselves benefit from participating in MOOCs.MethodsTo explore MOOC learners' outcomes, we conducted a qualitative synthesis in the form of a deductive thematic analysis, aggregating findings from 17 individual studies selected from an existing systematic review of MOOC evaluation methods. We structured our inquiry using the Kirkpatrick model, considering Kirkpatrick levels 2, 3, and 4 as potential themes in our analysis.ResultsOur analysis identified six types of Kirkpatrick outcomes in 17 studies. Five of these outcomes (learning/general knowledge, skills, attitudes, confidence, and commitment) fit into Kirkpatrick Level 2, while Kirkpatrick Level 3 outcomes concerning behavior/application were seen in four studies. Two additional themes were identified outside of the Kirkpatrick framework: culture and identity outcomes and affective/emotional outcomes. Kirkpatrick Level 4 was not represented among the outcomes we examined.ConclusionsOur findings point to some gains from MOOCs. While we can expect MOOCs to persist, how learners benefit from the experience of participating in MOOCs remains unclear.
| S-EPMC7381083 | biostudies-literature
Project description:The internet is the fastest growing source of nutrition information for consumers. Massive Open Online Courses (MOOCs) provide and avenue for nutrition professionals' urgent need to respond to consumer demand for low-cost, accessible and engaging information. This research aimed to evaluate learner participation and perceptions in an evidence-based nutrition MOOC and provide recommendations for engaging international online lay audiences. Learners completed pre and post course surveys including quantitative and open-ended questions. Pre-course surveys collected demographic data, prior nutrition knowledge and motivations for doing the course. Post-course surveys evaluated their preferred learning modes and learners' opinions of the course. Quantitative were analyzed using descriptive statistics. Conventional content analysis was conducted on learners' responses to open-ended survey questions using an inductive approach. Learners represented 158 countries from a range of educational backgrounds. There were 3799 qualitative comments related to learners' learning and course content preferences. Qualitative analysis identified key themes related to (1) online interaction, the (2) value of the evidence presented by nutrition experts and (3) the course structure and practical aspects. Divergent opinions were expressed within these themes. Satisfying the needs of large international audiences with diverse backgrounds is challenging in promoting sound evidence-based nutrition messages. MOOCs provide a means for delivering evidence based global nutrition education in the online space crowded with food advertising and nutrition conjecture. Recommendations are made as to how to construct and engage diverse on-line audiences.
| S-EPMC7071325 | biostudies-literature
Project description: Not available
| S-EPMC4263353 | biostudies-literature
Project description:A massive open online course (MOOC), Exploring Everyday Chemistry (eeDc), was delivered four times between 2017 and 2019, attracting a worldwide audience of over 15 000 learners from a wide range of backgrounds. This 4-week course was designed to show a variety of everyday applications of organic chemistry, targeted at high school students seeking to study a chemistry-related degree at university. A mix of video, text, polls, quizzes, and practical activities was incorporated with material designed to build on high school studies, highlighting aspects of university-level teaching and research, as well as showcasing some career opportunities for chemistry graduates. We monitored student attitudes toward this course, finding a consistent enthusiasm for the approach and selection of material. The impact of the course was evident from the significant number of students who mentioned it positively in their university applications.
| S-EPMC7311056 | biostudies-literature