scholarly journals A contribution to the process of designing for learning in Massive Open Online Courses (MOOCs)

2021 ◽  
Vol 5 (1) ◽  
pp. 120-124
Author(s):  
Aracele Garcia de Oliveira Fassbinder ◽  
Ellen Francine Barbosa
Keyword(s):  
Online Courses ◽  
Learning Experiences ◽  
Educational Opportunities ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Massive Open Online ◽  
Technological Advances ◽  
Enhanced Learning

Massive Open Online Courses (MOOCs) hold the potential to open up educational opportunities and learning experiences to a global audience by combining recent technological advances with technology-enhanced learning.

scholarly journals The MOOC Revolution – massive open online courses: the answer to problems facing education or an experiment that could destroy centuries of tradition.

2017 ◽  
Vol 10 (1) ◽  
Author(s):  
Katharine Jewitt
Keyword(s):  
New Technologies ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Technology Enhanced Learning ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Traditional Teaching Methods ◽  
Cautionary Tales ◽  
Enhanced Learning

Given the emerging nature of massive open online courses (MOOCs), this paper is a synthesis of critical reflections, commentaries and cautionary tales from a variety of perspectives, looking at the issues facing education and considering whether traditional teaching methods have outlived their usefulness.In times where educational institutions are facing financial cuts and student debt increases, some argue free university online courses will be the saviour of education, (Koller et al, 2013). Others argue they could destroy centuries of tradition and threaten some of the world's greatest universities (Vardi 2012).This paper, builds on the research by examining some of the phenomenal changes to technology enhanced learning, being brought about by new technologies and business. It summarises some of the key discourses around MOOCs, which continue to generate heated debates and divide opinions about their credibility, value and importance. I argue that any form of technology that drives engaging and tailored education, precisely to the needs of the individuals, coupled with opening up education to those that cannot afford it, has to be a viable alternative and make traditional, academic institutions question their offerings and respond.  

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

Could massive open online courses improve health and medical education?

2018 ◽  
Vol 26 (1) ◽  
pp. 61-63 ◽  
Author(s):  
Stefanie Schütte ◽  
Sophie-Hélène Goulet-Ebongue ◽  
Khamsa Habouchi
Keyword(s):  
Medical Education ◽  
Health Care Professionals ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Special Focus ◽  
Massive Open Online ◽  
Middle Income ◽  
The Public ◽  
Middle Income Countries ◽  
Technological Advances

Abstract Technological advances during the last decade have provided novel opportunities for development of health and medical education. Education of health care professionals by massive open online courses (MOOCs) has been suggested in order to improve care and treatment of patients and the health literacy of the public. This article discusses the strengths, weaknesses, opportunities and threats of MOOCs in health and medical education by taking a special focus on low and middle-income countries.

scholarly journals Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

2018 ◽  
Vol 57 (3) ◽  
pp. 571-590 ◽  
Author(s):  
Long Ma ◽  
Chei Sian Lee
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Online Courses ◽  
Educational Opportunities ◽  
Self Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Resistance Theory

Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed.

The Ethics of Machine-Based Learning

2017 ◽  
Vol 9 (1) ◽  
pp. 53-66
Author(s):  
James E. Willis III ◽  
Viktoria A. Strunk
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Technologies ◽  
Massive Open Online ◽  
Communities Of Learners ◽  
Technological Advances ◽  
Instruction And Learning ◽  
Educational Delivery

Technological advances in the previous two decades have created an environment of innovation; however, there seems to be sometimes conflicting, emerging educational practices within communities of learners and educators. The central role of the instructor is being redefined by technology due to quickly-changing educational delivery modalities. By employing utilitarianism, relativism, and care ethics, the centrality of human agency in educational interaction is argued to be indispensable. Teaching and learning in massive open online courses, automated instruction, and learning analytics is altering the role of human instructors. This rapid modification of instructors' roles suggests that the ethical discourse of new educational technologies can be a frontier of critical thinking, especially as rubric-driven, automatic graders are refined and scaled.

scholarly journals A strategic response to MOOCs: How one European university is approaching the challenge

2015 ◽  
Vol 16 (6) ◽  
Author(s):  
Mark Brown ◽  
Eamon Costello ◽  
Enda Donlon ◽  
Mairead Nic Giolla-Mhichil
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Institutional Response ◽  
Advantages And Disadvantages ◽  
Decision Points ◽  
Challenges And Opportunities ◽  
Enhanced Learning ◽  
Compare And Contrast ◽  
Institutional Drivers

<p class="normal">This paper briefly outlines some of the macro level claims, counter-claims and unresolved debates surrounding the rapid growth of Massive Open Online Courses (MOOCs) in Higher Education. It then reports insights, experiences and perceptions of those charged with developing a strategic institutional response to the challenges and opportunities presented by the MOOC movement framed within a wider European context. A description of the key drivers, strategic deliberations and major decision points at Dublin City University (DCU) is provided along with brief analysis of the advantages and disadvantages of a range of MOOC options set against an increasingly complex and rapidly evolving technology-enhanced learning terrain. In reflecting on this micro level experience, informed by lessons from the burgeoning literature on MOOCs, the paper aims to demonstrate the value of aligning key decisions with well-defined institutional drivers, which are used to help compare and contrast the affordances of different MOOC platforms. Finally, a number of strategic questions are presented that may help guide future decisions about the adoption of MOOCs by other institutions. </p>

scholarly journals Success and Challenges in MOOCs: A Literature Systematic Review Technique

TEM Journal ◽  
2021 ◽  
pp. 1728-1732
Author(s):  
Wirapong Chansanam ◽  
Kornwipa Poonpon ◽  
Theeradej Manakul ◽  
Umawadee Detthamrong
Keyword(s):  
Media Coverage ◽  
Online Courses ◽  
Low Cost ◽  
Rapid Evolution ◽  
Content Delivery ◽  
Educational Opportunities ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Internet Connection ◽  
Quality Learning

The rapid evolution of massive open online courses (MOOCs) has attracted widespread media coverage to the propensity of conventional education methods to disrupt readily available and free or cheap content delivery. MOOCs enable the possibility to offer students, even throughout the leastserved parts of the globe, access to high-quality learning. MOOCs are progressively seen as a possibility for millions worldwide who want free or low-cost educational opportunities. The students just required a well-established internet connection to register for MOOCs. However, at the same time, Where MOOCs have such options of openness and flexibility, there are some challenges to MOOCs that are present as well. In this article, we have tried to examine all possible factors contributing to MOOCs and learners as a success, along with the challenges faced by MOOCs.

scholarly journals Massive Open Online Courses Model with Self-directed Learning to Enhance Digital Literacy Skills

2021 ◽  
Vol 11 (5) ◽  
pp. 122
Author(s):  
Pinanta Chatwattana
Keyword(s):  
Learning Styles ◽  
Digital Literacy ◽  
New Technologies ◽  
Online Courses ◽  
Learning Experiences ◽  
Literacy Skills ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Self Directed Learning ◽  
Directed Learning

The massive open online courses model with self-directed learning was developed by the researcher as a tool to promote learning out-side the classroom for the learners in digital age. The concept is based on the combination of new technologies and teaching methods with an attempt to create new ideas and innovations that can promote learning for the modern learners, and meanwhile can directly respond to their learning experiences. Thereby, the instructors are responsible for organizing the environment and creating teaching materials appropriate for the learners by making use of existing technology, which can lead to learning society in digital universities. In reference to the development of this research, the researcher has applied the new principles, the new concepts, the new theories and the new teaching innovations of the Era 4.0 in order to respond to and accommodate the cur-rent situations of learning in order that they can learn by their own any-where and anytime. The objectives of these learning styles are to encourage the learners to have self-learning experiences, skills, and capability to set up learning plans and evaluate their learning by themselves, with the aid of instructional activities to promote their learning and mutual interaction through the social networks.

scholarly journals Implications of the Intertwined Effects of Curriculum Inclusive MOOCs

2021 ◽  
Vol 11 (6) ◽  
pp. 292-296
Author(s):  
Aakarsh Shrivastava ◽  
◽  
Nitasha Hasteer ◽  
K. M. Soni
Keyword(s):  
Learning Process ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Contact Hours ◽  
E Learning ◽  
The One ◽  
Methods Of Learning ◽  
The University ◽  
Enhanced Learning

Massive open online courses have been popular among learners when it comes to technology-enhanced learning. With the high potential to enhance and drastically improve the learning process of the learners, MOOCs can conveniently be considered to offer blended e-learning for regular and traditional methods of learning. Universities are considering the adoption of these MOOCs by implementing different models to merge these MOOCs into the traditional classroom and regular curriculums. Multiple methods have been identified by various Universities for blended MOOCs. One such model is Curriculum Inclusive MOOC (ciMOOC) which is a framework implemented by a private Indian University to provide flexibility to both University and its students. The paper highlights the intertwined effects of the ciMOOC and records the perception of learners towards such blended models. Comparative of the evaluation methodologies adopted by the University for Curriculum Inclusive Model and the one used by a MOOC platform has been outlined. By analyzing the performance of learners in ciMOOC, the study attempts to evaluate the effectiveness of a blended model. From the analysis, we infer that a blended model of this nature reduces contact hours and facilitates the learning process.

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.

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