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Advisor(s)
Abstract(s)
Massive Open Online Courses (MOOCs) phenomenon introduces a new philosophy in educational models.
Regardless of users’/students’ motivation when enrolling (lifelong learning, educational support, interest in
new educational areas, etc.), MOOCs expand the ways of reaching knowledge. Flexibility is one of the key
aspects of this new educational methodology. This flexibility has to be expanded/translated to all the
aspects/features of the course. For educational institutions, traditional approaches must be left behind
when designing courses and must provide a new approach to educational process.
MOOCs fit very well to several areas of knowledge. However, they involve significant challenges for science
MOOCs to be really effective, especially in developing courses. These educational challenges are
highlighted in courses which need to offer practice-oriented learning in order to build successful crosscurricular
capabilities and abilities. Nowadays, educational institutions trust in experimentation as one of
the pillars in which learning is based. In fact, theoretical models used in books and in traditional classrooms
just try to bring closer to students the actual behavior of real systems. Unfortunately, it is not possible to
provide students with a laboratory in a totally/one hundred percent remote learning environment.
This paper deals with the results of the integration of a remote laboratory in a MOOC; how it has been
taken advantage of VISIR pros and how its cons have been solved, as well as the evolution of the global
system (LMS+VISIR) in continuous improvement.
Description
Keywords
Index Remote laboratory MOOC VISIR Electronics Experimentation
Citation
Publisher
EADTU - European Association of Distance Teaching Universities