Mathematics | Free Full-Text | Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Abstract:  Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC. 

 

Mathematics | Free Full-Text | Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC

Abstract:  Restricting the movement of students because of COVID-19 requires expanding the offer of online education. Online education should reflect the principles of pedagogical constructivism to ensure the development of students’ cognitive and social competencies. The paper describes the preparatory course of mathematics, realized in the form of MOOC. This course was created and implemented based on the principles of pedagogical constructivism. The analysis of the respondents’ approach to MOOC revealed a difference between bachelor and master students in the use of MOOC. Bachelors found a strong correlation between their approach to MOOCs and the way they are educated in secondary schools. The results of the research point to the need of more emphasis should be placed on advancing the learner’s skills in navigating and analysing information. The questionnaire filled in by the participants also monitored the students’ access to learning. The results of the experiment confirmed the connection between the preferred approach to learning and students’ activities within the MOOC. 

 

Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation

“With the Coronavirus (COVID-19) rapidly spreading worldwide, several countries have initiated several strategies to stop the spread of this virus, including school closures. UNESCO stated that, as of 17 May, almost 1.21 billion learners were affected, accounting for 69.3% of the world’s student population. Particularly, China was the first to adopt the policy of “Disrupted Classes, Undisrupted Learning” by providing online, distance and remote teaching. However, several educational challenges appeared during this unexpected critical situation of COVID-19 outbreak. For instance, in this first-ever application of pure long-term online learning (without face-to-face learning or blended learning), both teachers and learners should not feel that they are left alone during the teaching and learning processes. Additionally, new effective pedagogical approaches are needed to keep learners motivated and engaged during this long period of online learning. To overcome the above challenges, new teaching approaches are needed. In this context, several researchers suggested the use of Open Educational Practices (OEP) and Resources (OER) to provide engaging and interactive experience. UNESCO (2019) also stated that: the judicious application of OER, in combination with appropriate pedagogical methodologies, well-designed learning objects, and the diversity of learning activities, can provide a broader range of innovative pedagogical options to engage both educators and learners to become more active participants in educational processes and creators of content as members of diverse and inclusive Knowledge Societies”. Additionally, UNESCO (2019) provided five objectives that should be focused on facilitation of OER adoption, namely: (i) Building capacity of stakeholders to create access, re-use, adapt and redistribute OER; (ii) Developing supportive policy; (iii) Encouraging inclusive and equitable quality OER; (iv) Nurturing the creation of sustainability models for OER; and (v), Facilitating international cooperation. Therefore, this handbook discusses the use of OEP and OER during COVID-19 outbreak through global vivid stories and experiences, and in line with the five UNESCO objectives. It also discusses OER competencies for OEP. Finally, this handbook provides guidelines to both teachers and learners to facilitate OEP and OER application….”

Marking Open and Affordable Courses: Best Practices and Case Studies – Simple Book Publishing

“This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.”

David Porter on the Benefits of Open Educational Resources as Millions Shift to Online Learning – Michael Geist

“Millions of Canadians are at home, schools are closed, and Canada is undergoing an unprecedented shift to distance or online learning. Adapting course materials to the online learning environment can create significant new challenges for teachers and students alike. Open educational resources (OERs) provides a model for convenient, cost-effective access with no copyright barriers to worry about, expensive texts to purchase, or restrictions on adaptation, customization or re-use. David Porter, who has been a leader in open and distance learning since the 1990s, joins the podcast to discuss how the current shift to online learning places the spotlight on the benefits of OERs and open textbooks….”

Copyright Considerations for the Harvard Community in Shifting Courses from In-Person to Online During the COVID-19 Crisis – Research Guides at Harvard Library

“Harvard Library staff are working hard to support instructors’ needs for resources and information as they rapidly shift to an online teaching environment. Information presented here is meant to proactively address questions concerning copyright and teaching online. 

Many pedagogical and technical issues make the shift from in-person to online teaching challenging, yet copyright is not an additional area of great concern. Many of the legal issues are the same in both contexts. 

If it was okay to do in class, it is often okay to do in a fully online classroom environment, especially when your online access is limited to the same enrolled students.
In particular, please always take accessibility needs into account. Copyright law does not preclude creating transcripts or captions for course videos and audio. In fact, it normally allows for it….”

OpenSecrets to offer free online classes on money in politics throughout coronavirus crisis

“To assist faculty who will be teaching students online for the foreseeable future, the Center for Responsive Politics will offer free 30-60 minute demonstrations via Zoom, Skype or GoToMeeting of OpenSecrets.org with a special emphasis on connecting money in politics data to issues related to campaign finance, lobbying, or political influence. We can customize these presentations to home in on a specific topic and will include time for questions from students if requested….”