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The course “Introduction to data science (with R)” ran from January 11 to 28, 2022, serving 680 learners nationwide through an asynchronous, problem-based learning design using 70 pre-recorded lectures and a Google Classroom discussion forum. Data were collected via questionnaires and the professor’s notes, and results highlight complex, time-consuming course creation; difficulties managing multiple communication channels; high dropout and low completion; challenges engaging disadvantaged participants; and learning benefits from problem-based methods.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-challenges-of-providing-massive-online-extension-courses-a-case-study/591893/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-challenges-of-providing-massive-online-extension-courses-a-case-study/591893.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How was the massive free extension course structured and delivered?","Question",{"text":112,"@type":113},"It was fully asynchronous, based on 70 pre-recorded video lectures (about 10 minutes each) plus a discussion forum in Google Classroom. The content was organized into three parts across the three weeks and assessed weekly through a “Challenge of the Week” questionnaire and an open-ended question to the professor.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the study identify as the main challenges in course provision?",{"text":117,"@type":113},"The findings report that creating online extension courses is complex, time-consuming, and labor-intensive; promoting the course across multiple social media and communication tools is challenging; dropout can be high and completion low; recruiting or maintaining participation from students in disadvantaged conditions is difficult; and managing learning through problem-based activities can still facilitate understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"What role did the problem-based learning approach play in learning outcomes?",{"text":121,"@type":113},"The study reports that the problem-based learning approach facilitated learning, by requiring learners each week to answer challenge questions tied to the week’s topics and by supporting interaction with the professor through open-ended doubt/comment questions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591893,1792230492,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674","The Challenges of Providing Massive Online Extension Courses: A Case Study  \nJoão Alberto Arantes do Amaral  \nProf. Dr., Federal University of São Paulo, Brazil, [jarantes@alum.mit.edu](jarantes@alum.mit.edu)  \nLuciana Massaro Onusic  \nProf. Dr., Federal University of São Paulo, Brazil, [lucianaonusic@gmail.com](lucianaonusic@gmail.com)  \nIn this article we present our findings regarding the challenges of offering a massive university’s free-of-charge online course. The online course “Introduction to data science (with R)” was offered by one professor at the Federal University of Sao Paulo, Osasco Campus, Brazil, from 11 to 28 of January of 2022, to 680 students from all over the country. This course had the goal of providing educational opportunities for those who otherwise would not be able to afford one. The course followed a problem-based learning approach. In addition to delivering the course content on data science, we wanted to investigate the challenges involved in structuring and delivering the course. Data was collected by means of questionnaires and from the professor's notes. Our findings were as follows: 1) the process of creating an online extension courses can be complex, time-consuming and laborious; 2) handling multiple social media applications and communication tools in order to publicize the extension courses is challenging; 3) the drop-out rate can be high and the completion rate can be low; 4) obtaining the participation of students living in disadvantaged conditions is challenging; and 5) the use of problem-based learning approach facilitated the learning.  \nKeywords: extension courses, problem-based learning, free-of-charge courses, massive courses, online courses  \nINTRODUCTION  \nIn order to provide broad educational opportunities to the communities, Federal University of Sao Paulo campus Osasco (thereafter Unifesp-Osasco) allows its professors to deliver online extension courses.  \nOnline extension courses are free-of-charge certified University courses, offered to the broader community (people not enrolled in regular university courses) .  \nIn this article we discuss our findings related to the challenges involved in the delivering of massive free-of-charge extension course “Introduction to Data Science (with R)”. This course was designed and delivered by one single professor.  \nThis free online course was designed to provide basic concepts of Data Science and of the programming language R. The course was designed in order to be understood by people with little knowledge of Statistics and Programming. The authors of this article worked together in designing, delivering the course and conducting this research. Our goal was to offer a quality online course for those who otherwise would not be able to afford one. We wanted to reach the greatest number of people possible.  \nSince the course was not a regular academic course, it followed a procedure that is applied to all extension courses of Unifesp-Osasco. The course followed a double analysis and approval processes:  \nCitation: do Amaral., J. A. A., & Onusic, L. M. (2022) . The challenges of providing massive online extension courses: A case study. Anatolian Journal of Education, 7(2), 123-134. [https://doi.org/10.29333/aje.2022.7210a](https://doi.org/10.29333/aje.2022.7210a)  \nfirst the professor wrote the course proposal and sent it for analysis and approval of the Extension Chamber of the Unifesp-Osasco, a committee of professors and administrative staff. After their approval, the proposal went to the Dean of Extension Chamber of the Unifesp for further analysis and approval. The entire process took approximately one month. The course was approved on December 25, 2021 and was immediately advertised on the University's online catalog of extension courses. The course quota (the number of places available) was 1000. There was no selection criterion; anyone who enrolled in the course could participate. There was also no age restriction; however, it was ","cbCaimhpNmqgZnw7","https://ap.wps.com/l/cbCaimhpNmqgZnw7","pdf",436624,12,"English","# Introduction\n## Course context and approval process\n## Course design and learning approach\n## Findings: key delivery challenges","[{\"question\":\"How was the massive free extension course structured and delivered?\",\"answer\":\"It was fully asynchronous, based on 70 pre-recorded video lectures (about 10 minutes each) plus a discussion forum in Google Classroom. The content was organized into three parts across the three weeks and assessed weekly through a “Challenge of the Week” questionnaire and an open-ended question to the professor.\"},{\"question\":\"What does the study identify as the main challenges in course provision?\",\"answer\":\"The findings report that creating online extension courses is complex, time-consuming, and labor-intensive; promoting the course across multiple social media and communication tools is challenging; dropout can be high and completion low; recruiting or maintaining participation from students in disadvantaged conditions is difficult; and managing learning through problem-based activities can still facilitate understanding.\"},{\"question\":\"What role did the problem-based learning approach play in learning outcomes?\",\"answer\":\"The study reports that the problem-based learning approach facilitated learning, by requiring learners each week to answer challenge questions tied to the week’s topics and by supporting interaction with the professor through open-ended doubt/comment questions.\"}]","The Challenges of Providing Massive Online Extension Courses - A Case Study | PDF",1792073421]