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It analyzes course structure, teaching orientations, and mathematical connection elements. Results identify a comprehensive evaluation framework and show differences across audiovisual, interaction-feedback, pedagogy, assessment, and connection dimensions, supporting future MOOC design in mathematics education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the purpose of this study on MOOCs in mathematics education?","Question",{"text":63,"@type":64},"To examine MOOC experiences of learners in mathematics education and propose reflections on design principles for MOOCs in this field.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the analysis conducted and what was the sample size?",{"text":68,"@type":64},"MOOC experiences of 30 teacher candidates enrolled in MOOCs with a mathematics-education context were analyzed, focusing on course structure, pedagogical orientations, and mathematical connection elements.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the findings reveal about course evaluation and mathematical connections?",{"text":72,"@type":64},"The data indicated a comprehensive course evaluation structure with 7 categories and 85 codes, and mathematical connection findings organized into 3 categories and 3 subcategories, showing differences aligned with evaluation 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learners  \nKatibe Gizem Yığ  \nAbstract: Massive open online courses (MOOCs) can be designed with different pedagogical approaches and course components as in face-to-face courses. In this context, the development of some standards and field-specific design principles related to MOOCs is seen as a critical step for the creation of quality online courses. The aim of this study is to examine the MOOC experiences of the learners in mathematics education and proposing reflections about design principles of MOOCs for mathematics education. In this respect, the MOOC experiences of 30 teacher candidates enrolled in MOOCs (with mathematic education context) were analyzed, and the general course structure, pedagogical orientations , and mathematical connection elements used in these MOOCs were examined. The data obtained from the participants revealed a comprehensive course evaluation structure including 7 categories and 85 codes under 3 themes and mathematical connection findings consisting of 3 categories and 3 subcategories. The research findings uncovered that teacher candidates had course experiences that differed according to national/international MOOC evaluation criteria in terms of audiovisual elements, video/course durations, interaction-feedback features, teaching methods, measurement/evaluation , and mathematical connection dimensions. Course evaluation codes/propositions and mathematical connection findings that emerge as a result of this research can be considered as a resource that can be used in the design of MOOCs to be planned in mathematics education.  \nKeywords: MOOCs for mathematics education, MOOCs for teacher education, mathematical connection, online mathematics education, preservice mathematics teachers  \nHighlights  \nWhat is already known about this topic:  \n● Developing domain-specific design principles related to MOOCs is critical to improving learner outcomes  \n● The question of how to design a MOOC for a practice-based field such as mathematics education has not yet been answered in the literature  \nWhat this paper contributes:  \n● The data obtained from the participants revealed a comprehensive field specific MOOC evaluation structure  \n● In mathematics education MOOCs, the \"connections with real life\" strategy is the most intensely observed mathematical connection strategy  \n● 4–5-minute videos were insufficient in learning the course subject, whereas videos lasting more than 20 minutes could reduce the attention of the learner  \nImplications for theory, practice , and/or policy:  \n● MOOC designs can be customized in mathematics-related courses differently from traditional evaluation criteria.  \n● Opening a separate parenthesis in MOOC designs to the subject of mathematical connection strategies may become an essential design element in the future  \nIntroduction  \nIn recent years, more and more online courses have started to be offered to learners, especially in higher education, with online courses being incorporated into the teaching curricula of universities in many countries (Gonda et al. , 2020) . Today, many universities from different parts of the world offer significant opportunities/incentives for their enrolled students to take online courses along with face-toface (F2F) courses during their teaching process (Hamann et al. , 2021; Wang et al. , 2021) . While there are different reasons underlying this incentive, these reasons can be fundamentally related to technology (Bozkurt et al. , 2015) and changing learner characteristics (Engelbrecht et al. , 2020) .  \nEspecially \"the OpenCourseWare movement\" that came to the agenda with the year 2002 and the massive open online courses (MOOCs) that are a product of this movement have created an axis shift in higher education. MOOCs have enjoyed marked popularity in higher education and have formed a major trend throughout the entire educational world. MOOCs","cbCaidlihA2Ib3yZ","https://ap.wps.com/l/cbCaidlihA2Ib3yZ","pdf",540563,23,"English","# Abstract\n# Highlights\n## What is already known about this topic\n## What this paper contributes\n## Implications for theory, practice, and/or policy\n# Introduction\n## MOOCs growth and adoption in higher education\n## Classifications of MOOCs by pedagogical structure","[{\"question\":\"What is the purpose of this study on MOOCs in mathematics education?\",\"answer\":\"To examine MOOC experiences of learners in mathematics education and propose reflections on design principles for MOOCs in this field.\"},{\"question\":\"How was the analysis conducted and what was the sample size?\",\"answer\":\"MOOC experiences of 30 teacher candidates enrolled in MOOCs with a mathematics-education context were analyzed, focusing on course structure, pedagogical orientations, and mathematical connection elements.\"},{\"question\":\"What did the findings reveal about course evaluation and mathematical connections?\",\"answer\":\"The data indicated a comprehensive course evaluation structure with 7 categories and 85 codes, and mathematical connection findings organized into 3 categories and 3 subcategories, showing differences aligned with evaluation criteria.\"}]","Design considerations for MOOCs with mathematics education context - Let's listen to the voice of learners - Abstract | PDF",1792076684,58]