Construction of higher education knowledge map in university libraries based on MOOC
| Date | 07 October 2019 |
| DOI | https://doi.org/10.1108/EL-01-2019-0003 |
| Pages | 811-829 |
| Published date | 07 October 2019 |
| Author | Yazhong Deng |
| Subject Matter | Information & knowledge management,Information & communications technology,Internet |
Construction of higher education
knowledge map in university
libraries based on MOOC
Yazhong Deng
School of Marxism, Yangtze University, Jingzhou, China
Abstract
Purpose –The purpose of this studywas to establish a massive online open course (MOOC)-basedmap of
higher education knowledge and apply it to university libraries. It hoped to provide more targeted and
personalizedlearning services for every learner.
Design/methodology/approach –In this study, MOOC and university library information services
were outlined, the development status of MOOC at home and abroad and the development of university
library information services were introduced, and the necessity and significance of MOOC in developing
information services in university librarieswere analyzed. What is more, the knowledge map of university
libraries was explored. The four modules include the construction of data sets, the identification of related
entities fromplain text, the extraction of entity relationships and the practicalapplication of knowledge maps.
For the logical relationship of the course, a combination of knowledge base and machine learning was
adopted. In the knowledge map application module, the knowledge map was visualized. Aiming at the
generationof personalized learning scheme, a prior dataset was constructed by means of the knowledge base.
The original problem was consideredas a multi-classification problem. K-nearest neighbor classifierdivided
all courses into four academic years to obtain all courses. According to the course stage, the personalized
learningscheme of some majors in higher education was obtained.
Findings –The experimentshowed that it was feasible to apply the highereducation knowledge map based
on MOOC to universitylibraries. In addition, it was effectiveto divide the course into four stages by classifier.
In this way, the specific professional training program can be obtained, the information service of the
university library can be improved, and the accuracy and richness of the entire learning program can be
increased.
Research limitations/implications –Due to the limitationsof conditions, time and other aspects, there
were not many opportunitiesto visit the field library, which led to limited level and imperfectresearch. There
were many proper nounsand professional terms in foreign references, butmy English translation ability was
limited. Therelevant investigation on foreign studies may not be detailed and comprehensiveenough, and the
analysis and induction of influencing factors of university library information service may not be rigorous
and concise enough.
Practical implications –As the base of university information dissemination, the university library is
the source of knowledge. At the same time, it is also the temple of students’independent learning and the
media of mainstream cultureand improving its own information service level is also in line with the trendof
The Times. Under this background, this research studied the influence of MOOC on university library
information service and focusedon the challenges and opportunitiesfaced by university library information
service in the MOOC environment, so as to continuouslyimprove its cultural serviceability and better serve
teachersand students.
Originality/value –Since the birth of MOOC, they have exerted great influence and enlightenment on
universities and relevant educational institutions within a few years. European and American universities
take an active part in the construction of the MOOC platform and explore how to make better use of the
This project was supported by research on the soft power construction of Hubei province under the
perspective of historical materialism (project no. 17Q060) of Hubei Provincial Department of
Education. In addition, it was also supported by the Yangtze University’s teacher development
program (Project No:JS201702).
Construction
of higher
education
811
Received5 January 2019
Revised7 March 2019
Accepted23 March 2019
TheElectronic Library
Vol.37 No. 5, 2019
pp. 811-829
© Emerald Publishing Limited
0264-0473
DOI 10.1108/EL-01-2019-0003
The current issue and full text archive of this journal is available on Emerald Insight at:
www.emeraldinsight.com/0264-0473.htm
library to build MOOC resourcesin practice. It is also a hot topic for university libraries to participatein the
construction of MOOC information resources. Therefore, the study of this topic has both theoretical and
practicalsignificance.
Keywords Databases, Data analysis, Modelling, Analytical hierarchy process, Hypertext,
Data administration
Paper type Research paper
1. Introduction
With the rapid growth of information on the internet, the internet has become the most
important way for humans to acquire knowledge and information. Most of the information
on the internet is represented in the form of Web pages, which is very suitable for human
understanding. However, with the explosive growth of information, it is difficult to find
useful information from the huge amount of miscellaneous information. Search engines
came into being in this context.The basic principle is to collect information from the internet
through crawlers, and to provideinformation retrieval services for users by establishing an
inverted index based on keywords. The user describes his or her query intent by using
keywords. The search engine presents the information that meets the query conditions to
the user in order according to a certain sortingalgorithm. Search engine solves the difficult
problem that users get information from the internet to some extent. However, the
limitations of these traditional search engines are also obvious. As they are based on
keywords or strings, they do not understand the query’s goals (usually web pages) and the
user’s query input. Therefore,they have obvious defects in search accuracy. Ultimately,this
is due to the lack of semantics in the form of web pages that are difficult for computers to
understand (Paraskevaset al.,2018).
A knowledge map can be thought of as a huge graph (Hong et al.,2018). The nodes in the
graph represent entities or concepts, while the edges in the graph are composed of
relationships. It can be seen that the knowledge map is not a substitutefor the ontology. On
the contrary, it is enriched and expanded based on the ontology. This expansion is mainly
embodied at the entity level. The ontology highlights and emphasizes the relationship
between concepts andconcepts, while the knowledge map adds more rich informationabout
entities based on ontology.Ontology describes the data pattern of the knowledge graph, that
is, the data pattern of knowledge graph is equivalent to establishing ontology for it.
Knowledge maps can be divided into general knowledge maps and industry knowledge
maps. The knowledge maps that havebeen released so far are basically general knowledge
maps. Breadth and entity areemphasized. It is difficult to generate a unified management of
the global ontology layer. In addition, the generalknowledge map is mainly used for search
and other services, and the accuracy requirements are not very high. The industry
knowledge map is the opposite. It requires high accuracy and is usually used to assist in
various complex analytical applications or decision support. With strict and rich data
patterns, entities in the industry knowledge map usually have more attributes and are of
industry significance.Target audiences need to consider people at all levels. Differentpeople
have different operationsand business scenarios.
With the emergence of massive online open course (MOOC), a large number of MOOC
information resources have exerted a huge impact on the traditional education mode and
concept (Pereira etal.,2018).Under the new trend, how to make use of these new information
resources has attracted more and more people’sattention. At the same time, a large number
of university libraries in Europe and America have begun to use their own resources to
provide help for the construction of MOOC information resources, and many university
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