|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|4930877||1363351||2018||5 صفحه PDF||ندارد||دانلود رایگان|
â¢Online courses suffer from a large dropout rate of students, specially in Science and Engineering fields.â¢Learning success depends highly on the level of engagement in the proposed activities which, in turn, demands a deeper involvement of staff.â¢We analyze and propose several actions, which are necessary to get success to develop a distance scientific-technical training.
Todayâs society, which is strongly based on knowledge and interaction with information, has a key component in technological innovation, a fundamental tool for the development of the current teaching methodologies. Nowadays, there are a lot of online resources, such as MOOCs (Massive Open Online Courses) and distance learning courses. One aspect that is common to all of these is a high dropout rate: about 90% in MOOCs and 50% in the courses of the Spanish National Distance Education University, among other examples. In this paper, we analyze a number of actions undertaken in the Masterâs Degree in Computational Mathematics at Universitat Jaume I in CastellÃ³n, Spain. These actions seem to help decrease the dropout rate in distance learning; the available data confirm their effectiveness.
Journal: Evaluation and Program Planning - Volume 66, February 2018, Pages 48-52