scholarly journals Massive Open Online Courses and Economic Sustainability

2015 ◽  
Vol 18 (2) ◽  
pp. 95-111 ◽  
Author(s):  
Tharindu R. Liyanagunawardena ◽  
Karsten O. Lundqvist ◽  
Shirley A. Williams
Keyword(s):  
Business Models ◽  
Online Courses ◽  
Position Paper ◽  
Massive Open Online Courses ◽  
Economic Sustainability ◽  
Literature Study ◽  
Massive Open Online ◽  
Advantages And Disadvantages ◽  
Support Costs ◽  
Supplementary Material

Abstract Millions of users around the world have registered on Massive Open Online Courses (MOOCs) offered by hundreds of universities (and other organizations) worldwide. Creating and offering these courses costs thousands of pounds. However, at present, revenue generated by MOOCs is not sufficient to offset these costs. The sustainability of MOOCs is a pressing concern as they incur not only upfront creation costs but also maintenance costs to keep content relevant, as well as on-going facilitation support costs while a course is running and re-running. At present, charging a fee for certification seems to be a popular business model adopted by leading platform providers. In this position paper, the authors explore possible business models for courses, along with their advantages and disadvantages, by conducting a literature study and applying personal insights gained from attending various MOOC discussion fora. Some business models discussed here are: the Freemium model, sponsorships, initiatives and grants, donations, merchandise, the sale of supplementary material, selective advertising, data-sharing, follow-on events, and revenue from referrals. This paper looks at the sustainability of MOOCS as opposed to the sustainability of MOOC platforms, while observing the tight link between them.

scholarly journals ANALYSIS OF MASSIVE OPEN ONLINE COURSES UTILIZATION IN EDUCATIONAL PROCESS OF A UNIVERSITY BASED ON SPECIALITY «PRE-SCHOOL EDUCATION»

2020 ◽  
pp. 136-146
Author(s):  
Tetiana Terletska
Keyword(s):  
Online Courses ◽  
Educational Process ◽  
School Education ◽  
Massive Open Online Courses ◽  
Teaching Staff ◽  
Massive Open Online ◽  
Practical Utilization ◽  
Electronic Learning ◽  
Professional Activities ◽  
Advantages And Disadvantages

The article deals with the question of massive open online courses utilization in educational process of higher education institutions; the background for the courses implementation is analysed, advantages and disadvantages of their utilization to provide distant component of educational process are estimated. In the framework of the research on peculiarities of MOOCs implementation in electronic learning courses in Borys Grinchenko Kyiv University a survey was hold for students of the specialty “Pre-school education” of the second (Master’s) level, where 50 respondents, who completed massive open online courses during their study, took part. According to the result of the survey it was defined that the majority of the students (from 68% to 78% depending on the course) were completely satisfied with the format of study and consider it one of the ways for their professional development in the future. The article describes the difficulties faced by the students in the process of work with MOOCs; possible ways to overcome them were defined. Accordance of possibilities provided with massive open online courses with the requests of modern students to the ways of extracurricular learning implementation was analysed. Positive aspects of the courses utilization as a part of electronic learning courses were highlighted including motivational factor about completing corresponding MOOCs. In addition, the question of readiness of academics to use massive open online courses in their professional activities was taken into consideration. Lecturers of Borys Grinchenko Kyiv University were surveyed; the results showed that only 30% of teaching staff had previous experience of using MOOCs in educational process, however, around 80% of respondents are interested in further study and practical utilization of such resources.

MOOCs, A Phenomenon with Many Faces

2018 ◽  
Vol 9 (3) ◽  
pp. 27-39 ◽  
Author(s):  
Wolfram Lothar Laaser ◽  
Ulises Roman Concha
Keyword(s):  
United States ◽  
Latin America ◽  
Online Courses ◽  
The United States ◽  
Global Market ◽  
Massive Open Online Courses ◽  
Economic Sustainability ◽  
Massive Open Online ◽  
Production And Distribution ◽  
Initial Concept

The research presented analyses the application of MOOCs (Massive Open Online Courses) and its successes and failures so far. The authors discuss their different facets that emerged from their initial concept up to the implementation in the United States, Europe and Latin America. The article goes on with a short empirical and comparative study of the attention that the term “MOOCs” has received in different regions over the last five years. In what follows, the most deficient aspects of MOOCs and the resulting consequences will be extended and thus,contributes to explain the rise and fall of the MOOCs. The authors also evaluate factors which have been less discussed in the literature up to date, such as the form and design of their production and distribution processes, economic sustainability as well as prospects to create a global market for MOOCs.

scholarly journals The role of massive open online courses during the COVID-19 era

2020 ◽  
Vol 7 (3) ◽  
pp. 142-152
Author(s):  
Aayat Amin Aljarrah ◽  
Mustafa Abdel-Karim Ababneh ◽  
Nadire Cavus
Keyword(s):  
Distance Education ◽  
Learning Process ◽  
Online Courses ◽  
Virus Disease ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Advantages And Disadvantages ◽  
Depth Analysis ◽  
The World ◽  
E Learning

The process of developing education is a vital and important issue around the world as it is an issue that is inherited through time, and it is one of the most important challenges facing the world. Distance education is one of the means of developing education through which knowledge can be spread and which can help people to overcome obstacles of time and space. Recently, teaching and learning systems have become completely dependent on e-learning, especially during the corona virus disease (COVID-19) pandemic since the world has turned to electronic transactions in all areas, especially in education, and the most used technology includes the use of online training courses such as massive open online courses (MOOCs). It provides great support to the distance learning process as it can facilitate the learning process by diversifying its contents via media, such as text and video. In addition, MOOCs are the most popular and effective online courses. The aim of this paper is to provide an in-depth analysis of the definition, characteristics and patterns of MOOCs. Also, this paper discusses the specific advantages and disadvantages of taking up MOOCs along with the different challenges that MOOCs are facing. In addition, various suggestions will be given to make improvements that can help in making process enhancements to MOOCs. Finally, this paper presents the importance of MOOCs in the COVID-19 era. We hope this paper will help instructors to understand how MOOCs can be made more efficient, enable learners to become more organised and increase their understanding of MOOCs, and will help education development system specialists to find suitable solutions for problems that MOOCs are facing. Keywords: Massive open online courses, e-learning, online courses, distance education, COVID-19.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science

Valor dos massive open online course (MOOC) na educação para a cidadania

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Hermano Carmo ◽  
Teresa Maia e Carmo
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Tecnología Educativa

A sociedade contemporânea é marcada por três macrotendências que a identificam como uma sociedade singular na história humana: processo de mudança acelerada, desigualdade crescente e fibrilhação dos sistemas de poder. Tais tendências têm tido como efeitos um quadro de ameaças e oportunidades que tanto têm constituído gigantesco desafio aos sistemas educativos quanto configuram a urgência de ressocialização de todas as gerações vivas no sentido da construção de uma cidadania global. Nesse contexto, propõe-se um modelo que configura uma estratégia de educação para a cidadania, com dois eixos, quatro vertentes e dez áreas-chave. Seguidamente, descreve-se e discute-se a emergência quase explosiva dos Massive Open Online Courses (MOOC) a partir de instituições de ensino superior internacionalmente reconhecidas, no quadro do novo paradigma digital, sua diversidade e seu potencial ainda em aberto. Confrontando a nova abordagem educativa com o modelo de educação para a cidadania proposto, conclui-se constituir um meio robusto para o potenciar.Palavras-chave:Conjuntura. Macrotendências. Educação para a cidadania. MOOC. Tecnologia educativa. Paradigma digital.Link: http://revista.ibict.br/inclusao/article/view/4171/3642

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