|
|
|
|
|
Yumiko Yasuda and Yelysaveta Demydenko
The management of transboundary water resources presents a complex challenge involving multiple stakeholders and countries. Negotiating a single rule for managing these resources can take years due to various factors, including political, socioeconomic, ...
ver más
|
|
|
|
|
|
|
|
|
|
|
Qurat Ul Ain, Mohamed Amine Chatti, Komlan Gluck Charles Bakar, Shoeb Joarder and Rawaa Alatrash
Knowledge graphs (KGs) are widely used in the education domain to offer learners a semantic representation of domain concepts from educational content and their relations, termed as educational knowledge graphs (EduKGs). Previous studies on EduKGs have i...
ver más
|
|
|
|
|
|
|
|
|
|
|
Carlos Ocampo-López, Oscar Muñoz-Blandón, Leidy Rendón-Castrillón and Margarita Ramírez-Carmona
This research presents an experience of post-digital learning of biotechnology in rural areas in Colombia by implementing a massive open online course (MOOC) for biotechnology education called Open Biotec. The objective was to improve Colombian rural dev...
ver más
|
|
|
|
|
|
|
|
|
|
|
Xieling Chen, Fu Lee Wang, Gary Cheng, Man-Kong Chow and Haoran Xie
Massive open online courses (MOOCs) have exploded in popularity; course reviews are important sources for exploring learners? perceptions about different factors associated with course design and implementation. This study aims to investigate the possibi...
ver más
|
|
|
|
|
|
|
|
|
|
|
Inmaculada Rodríguez, Anna Puig and Àlex Rodríguez
The design of gamified experiences following the one-fits-all approach uses the same game elements for all users participating in the experience. The alternative is adaptive gamification, which considers that users have different playing motivations. Som...
ver más
|
|
|
|
|
|
|
|
|
|
|
José Javier Hueso-Romero, Javier Gil-Quintana, Helen Hasbun and Sara Osuna-Acedo
This research provides a current view on post-digital learning experiences with a massive open online course (MOOC), in relation to user profiles, universal instructional design, digital resources, inclusive activities and collaborative assessment. The s...
ver más
|
|
|
|
|
|
|
|
|
|
|
Chuanyan Hao, Anqi Zheng, Yuqi Wang and Bo Jiang
In the information age, MOOCs (Massive Open Online Courses), micro-classes, flipping classroom, and other blended teaching scenes have improved students learning outcomes. However, incorporating technologies into experimental courses, especially electron...
ver más
|
|
|
|
|
|
|
|
|
|
|
Hari Din Nugraha,Deny Poniman Kosasih,Kasda Kasda,Syaeful Malik,R.A. Vesitara Kencanasari,Ahmad Satibi,Rian Oktariana Firmansyah,Noor Rian Fitriyanto
Pág. 22 - 36
The Open Educational Resource (OER) is a source of digital learning materials that can be accessed, used, and distributed by everyone and is copyright licensed. This study aims to conduct a systematic library review in investigating the impact of Open Ed...
ver más
|
|
|
|
|
|
|
|
|
|
|
Didik Sukriono,Sudirman Sudirman
Pág. pp. 138 - 148
This article analyzes the development of virtual learning capabilities through massive open online courses (MOOC) on Pancasila Education. The Pancasila Education course has only been delivered in traditionally managed classes by relying on face-to-face m...
ver más
|
|
|
|
|
|
|
|
|
|
|
Bo Jiang, Yanbai He, Rui Chen, Chuanyan Hao, Sijiang Liu and Gangyao Zhang
Learning data feedback and analysis have been widely investigated in all aspects of education, especially for large scale remote learning scenario like Massive Open Online Courses (MOOCs) data analysis. On-site teaching and learning still remains the mai...
ver más
|
|
|
|
|
|