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Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study

IntroductionBackgroundOnline learning in the form of massive open online courses (MOOCs) became internationally famous in 2011 when a Stanford University MOOC attracted learners from more than 190 different countries [1].

Abrar Alturkistani, Azeem Majeed, Josip Car, David Brindley, Glenn Wells, Edward Meinert

JMIR Med Educ 2019;5(1):e10982

Massive Open Online Course Evaluation Methods: Systematic Review

Massive Open Online Course Evaluation Methods: Systematic Review

The search words and terms for Scopus were as follows: (mooc* OR “massive open online course” OR coursera OR edx OR odl OR udacity OR futurelearn AND evaluat* OR measur* OR compar* OR analys* OR report* OR assess* AND knowledge OR “applicable knowledge” OR

Abrar Alturkistani, Ching Lam, Kimberley Foley, Terese Stenfors, Elizabeth R Blum, Michelle Helena Van Velthoven, Edward Meinert

J Med Internet Res 2020;22(4):e13851

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis

IntroductionWhen the first massive open online course (MOOC) was offered in 2008, the MOOC format—free, online, and open to anyone with an internet connection—was touted as revolutionary for its potential to democratize access to educational opportunities due

Elizabeth R Blum, Terese Stenfors, Per J Palmgren

J Med Internet Res 2020;22(7):e17318

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

Cyberincivility in the Massive Open Online Course Learning Environment: Data-Mining Study

As a result, discussions may be less effective than they would be if participants were face-to-face in a traditional classroom.While participants have less anonymity and more personal relationships in a traditional closed online course in higher education,

Jennie C De Gagne, Kim Manturuk, Hyeyoung K Park, Jamie L Conklin, Noelle Wyman Roth, Benjamin E Hook, Joanne M Kulka

JMIR Med Educ 2018;4(2):e12152

Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

Building a Successful Massive Open Online Course About Multiple Sclerosis: A Process Description

IntroductionBackgroundMassive open online courses (MOOCs) have the potential to extend the classroom to people who cannot access traditional learning environments by capitalizing on the widespread availability of the internet [1].

Suzi B Claflin, Rachael Gates, Maree Maher, Bruce V Taylor

J Med Internet Res 2020;22(7):e16687

Equipping Learners to Evaluate Online Health Care Resources: Longitudinal Study of Learning Design Strategies in a Health Care Massive Open Online Course

Equipping Learners to Evaluate Online Health Care Resources: Longitudinal Study of Learning Design Strategies in a Health Care Massive Open Online Course

Interestingly, a study evaluating the views of health care professionals, in addition to patients and members of the public enrolled on the “Social Media in Healthcare” massive open online course (MOOC), showed that health care professionals also often found

Louise M Blakemore, Sarah E M Meek, Leah K Marks

J Med Internet Res 2020;22(2):e15177

Massive Open Online Courses on Health and Medicine: Review

Massive Open Online Courses on Health and Medicine: Review

IntroductionBackgroundMassive open online courses (MOOCs) are a recent innovative addition to the online learning landscape.

Tharindu Rekha Liyanagunawardena, Shirley Ann Williams

J Med Internet Res 2014;16(8):e191