scholarly journals Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Nati Cabrera ◽  
Maite Fernández Ferrer
Keyword(s):  
Educational Technology ◽  
Qualitative Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Virtual Training ◽  
Face Model ◽  
Face To Face ◽  
Direct Competition ◽  
Open Courses

<p class="3">The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses.</p>

scholarly journals What if Classroom Instruction Becomes a Thing of the Past?

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Enrique Mu
Keyword(s):  
Latin American ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
University Education ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Virtual Instruction ◽  
The U.S ◽  
Latin American And Caribbean

Until recently, there was no doubt about what constituted a university education and how it was carried out. Suddenly, the COVID-19 pandemic occurred, and in a few weeks, not only education, but the entire world changed. In the new normal, post-pandemic world, it is possible that teaching face-to-face courses will be the exception, not the rule, in the U.S. and the Latin American and Caribbean regions. Furthermore, this virtual instruction will possibly be at massive levels with tens or hundreds of thousands of students at a time, modeled after massive open online courses (MOOCs).

scholarly journals Research on MOOCs in Major Referred Journals

2019 ◽  
Vol 20 (3) ◽  
Author(s):  
Abdelghani Babori ◽  
Abdelkarim Zaid ◽  
Hicham Fihri Fassi
Keyword(s):  
Educational Technology ◽  
Learning Strategies ◽  
Online Courses ◽  
Empirical Studies ◽  
Educational Technology Research ◽  
Massive Open Online Courses ◽  
Research Articles ◽  
Technology Research ◽  
Massive Open Online ◽  
Learning Scenarios

Over the last decade, several studies have focused on massive open online courses (MOOCs). The synthesis presented here concentrates on these studies and aims to examine the place held by content in these studies, especially those produced between 2012 and 2018: sixty-five peer reviewed papers are identified through five major educational technology research journals. The analysis revealed that these research articles covered a wide diversity of content. Content was mainly defined in terms of objectives of MOOCs, prerequisites required for participation in the MOOC, types of learning scenarios, and, though rarely, through the strategies used to convey content. In addition, empirical studies adopted a variety of conceptual frameworks which focused mainly on learning strategies without relating to the content in question. Finally, content was seldom considered as a research object. These results can provide MOOC researchers and instructors with insights for the study and design of MOOCs by taking into account the specificity of their content.  

scholarly journals Adoption of MOOCs by Emerging Countries Seeking Solutions to University Overcrowding: Literature Review and Feedback from the First Scientific MOOC Held by Sidi Mohammed Ben Abdullah University – Fez, Morocco

2020 ◽  
Vol 15 (22) ◽  
pp. 78
Author(s):  
Khadija Naji ◽  
Abdelali Ibriz ◽  
Youssef Mourdi
Keyword(s):  
Online Courses ◽  
Large Mass ◽  
Emerging Countries ◽  
Massive Open Online Courses ◽  
Educational Model ◽  
Massive Open Online ◽  
Face To Face ◽  
The Past ◽  
Development Costs ◽  
Academic Services

The adoption of various forms of distance education, particularly MOOCs (an acronym for Massive Open Online Courses), by universities worldwide has continuously gained momentum over the past decade. This is due not only to the importance of maintaining a parallel educational model alongside face-to-face courses in order to complete students’ training, but also in response to the limits of academic infrastructure faced with an increasingly large mass of learners, typically in emerging countries. Universities view MOOCs as a remedy to this dilemma—one which promises reasonable development costs—especially taking into account the ubiquity of the internet and digital communication tools. In a country such as Morocco, whose university capacity has been stretched to 186%, the quest to dematerialize lectures can support universities in producing well-rounded professional profiles as well as improving institutional and academic services overall. In this paper, we present the feedback from Sidi Mohammed Ben Abdellah University concerning its first scientific MOOC, launched within the framework of the MarocUniversitéNumérique (Morocco Digital University) or MUN project in collaboration with the France UniversitéNumérique (France Digital University) or FUN platform. The objectives of this paper are threefold: to assess the possibility of adopting further MOOCs in a Moroccan setting, to seek insight on the profiles of learners who have completed MOOCs and to draw lessons in order to improve future experiences.

Open Courses, Informal, Social Learning and Mobile Photography

2016 ◽  
Vol 8 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Mark McGuire
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Mobile Media ◽  
Connected Learning ◽  
Creative Commons ◽  
Open Courses ◽  
Personal Interests ◽  
The Way

This paper provides an overview of MOOCs (Massive Open Online Courses) and contextualizes them within the broader trends of open, informal and mobile learning. It then discuss Phonar Nation, a free, open, non-credit five-week photography course that was offered twice in 2014 using mobile media to reach youth from 12-18 years of age. The author argues that Phonar Nation highlights several related developments that are leading to positive innovations in education. Firstly, it is not only open access but also uses and produces Creative Commons-licensed content that is open to be shared. Secondly, it is collaborative in the way that it is taught and in the way that participants are encouraged to engage with one another through social media sites. Thirdly, Phonar Nation exemplifies an approach that advocates call “Connected Learning”, which is socially embedded, driven by personal interests, and oriented to further educational and economic opportunities.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

2021 ◽  
Vol 30 (2) ◽  
pp. 3329-3341
Author(s):  
Tatiana Nikolaevna Bokova ◽  
Olga Aleksandrovna Kabanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Rapid Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Educational Processes ◽  
Information And Communication ◽  
Effective Use

Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

scholarly journals PENDAMPINGAN MASSIVE OPEN ONLINE COURSE (MOOC) DAN MEETING ONLINE PLATFORMS DALAM UPAYA MENINGKATKAN KOMPETENSI GURU MERDEKA BELAJAR DI SMA NEGERI SUBOH

2021 ◽  
Vol 1 (3) ◽  
pp. 216-220
Author(s):  
Pudjo Suharso ◽  
Sukidin Sukidin ◽  
Mukhamad Zulianto
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Sudden Change ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Online Platforms ◽  
Massive Online Open Courses ◽  
Service Activity ◽  
Open Courses

This community service activity (PKM) was carried out to assist in the situation experienced by Suboh State High School/SMK teachers against the sudden change in learning modes due to the Covid-19 pandemic. This activity, carried out in online training, explains how to design engaging online learning using MOOCs (Massive Online Open Courses) and Meeting Online Platforms technology. The online seminar is held using the Zoom platform within 180 minutes. The presentation of material on designing engaging online learning with Massive Open Online Courses (MOOCs) and Meeting Online Platforms is divided into three main parts, namely 1) introduction to Meeting Online Platforms for online learning, 2) introduction to Massive Open Online Courses (MOOCs) for learning online, and 3) Massive Open Online Courses (MOOCs) and Meeting Online Platforms. In general, this PKM activity provides an introduction and understanding of online learning design with technology that teachers of SMA/SMK Negeri Suboh can use to improve information technology skills

scholarly journals When the Massive Open Online Courses, MOOC, become Hybrid at the Open University of Mauritius

2018 ◽  
Author(s):  
Gundeea Narrainen
Keyword(s):  
Online Courses ◽  
Teaching Style ◽  
Completion Rate ◽  
Massive Open Online Courses ◽  
Open University ◽  
Massive Open Online ◽  
Course Structure ◽  
Online Teachers ◽  
Face To Face ◽  
Blended Courses

With more and more courses being offered online teachers are constantly being asked to change their teaching style. Online courses have taken another turn with the innovation, which are the MOOCs. MOOCs being non-fee paying courses, delivered mostly by recognised universities, course organisation and management was bound to change. With less than 10% successful completion rate for MOOC courses and keeping in mind the Mauritian context, the Open University of Mauritius decided to offer a hybrid MOOC. By hybrid Daniel Peraya suggests blended courses that is online training and face-to-face sessions. It is more about tutoring and guiding students rather than mere teaching. Our main objective is to show the effectiveness of a Hybrid MOOC in terms of organisation and course structure. The methods used in this paper are: a survey questionnaire and data from a Moodle platform. The fact that this course has been organised in a blended mode has helped the participants to reach the end of the training with a higher completion rate, face to face sessions helped students to interact, the use of Moodle as an additional platform accessssed by a restricted number of participants proved to be helpful to get aquainted to online learning.

scholarly journals Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course

Medicine ◽  
2021 ◽  
Vol 100 (9) ◽  
pp. e24829
Author(s):  
Wenjing Cao ◽  
Lin Hu ◽  
Xiaoying Li ◽  
Xiaoling Li ◽  
Chuan Chen ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Face To Face ◽  
Nursing Course

MOOCs in TVET Sectors of Developing Countries

2018 ◽  
pp. 22-47
Author(s):  
Md. Shahadat Hossain Khan ◽  
Mutwalibi Nambobi ◽  
Md. Sakawat Ali
Keyword(s):  
Developing Countries ◽  
Educational Technology ◽  
Developing Country ◽  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Recent Innovation ◽  
The Developed Countries

This chapter discusses about the recent innovation in the area of educational technology, which is widely known as Massive Open Online Courses (MOOCs). Very few studies in the existing literature elaborated about the MOOCs in the developed countries, where the focus was on mainly asserting the nature of MOOCs platform and its possibilities. However, very less attention has been observed in relation to incorporate MOOCs in TVET sectors of developing countries. In order to fill this gap, this chapter has four main areas to discuss: provides general features of MOOCs platform; identifies benefits of incorporating MOOCs; presents emerging possibilities of using MOOCs; and identifies the challenges confronting TVET sectors for integrating MOOCs in any developing country. In order to improve the present constraints, this chapter further provides suggestions and recommendations that are useful for TVET stakeholders for formulating policies in relation to MOOCs.

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