Learning Through Massive Open Online Courses Platforms Based on Fuzzy Analytic Hierarchy Process

Learning Through Massive Open Online Courses Platforms Based on Fuzzy Analytic Hierarchy Process

Yassine AFA (Faculté des Sciences Agadir, Agadir, Morocco), Amal BATTOU (Faculté des Sciences Agadir, Agadir, Morocco) and Omar BAZ (ESTA Agadir, Agadir, Morocco)
Copyright: © 2019 |Pages: 12
DOI: 10.4018/IJSEUS.2019070101
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The Massive Open Online Course (MOOC) concept has apprehended the interest of most of the actors in higher education. MOOC platforms are considered a crucial source of information for both learners and professors by offering hundreds of courses around the world. However, this technology has faced many challenges, particularly their low completion rates. The present article proposes the architecture of a framework using a Fuzzy Analytic Hierarchy Process algorithm (Fuzzy-AHP) to determine the triangular weight of the courses from the most widespread MOOCS in the literature. Weights of the courses are calculated by fuzzy numbers in line with the learning profile. The outcome of the proposed framework is to improve teaching effectiveness, facilitate learning among learners, encourage long life learning and maximize motivation as well as reducing the dropout rates.
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1. Introduction

One of the challenges faced by institutions of higher education is the increasing number of learners and the low rate of supervision. Thereby, many universities have embraced diverse technological aspects such Learning Management Systems (LMS), Adaptive Learning Systems (ALS), MOOC platforms, etc. (Noteborn & Garcia, 2016). The study of those diverse solutions led us to choose MOOC platforms.

To produce quality and pertinent MOOCs, diverse backgrounds are involved such content developers, domain experts, instructional designers, pedagogues, graphic designers and programmers, etc. MOOCs are expensive to produce as is a team effort, involving considerable amount of time investment of several actors. If some large universities can afford them, it is not the case for smaller ones (Bernardin, 2014).

Subsequently, after many meetings we have decided to reuse and capitalize the remaining MOOC in the literature in accordance with their privacy policy and our requirements. In parallel, we will develop courses that meet the competencies of our team.

We are interested in this paper to the issue of the reusability of the most prominent MOOC in the literature to build the appropriate pedagogical path suiting the learner needs, capacities, preferences, etc.

The remainder of this paper is structured as follow. We will firstly begin by presenting the AHP Method and the fuzzy AHP. We discuss next, the MOOC capitalization concept as a solution to benefit. Afterwards, we explore and present the architecture of the proposed system that implements Fuzzy AHP. Finally, we discuss the ability of this work to achieve the worth reusability of the existing MOOC.

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