scholarly journals SHARING KNOWLEDGE THROUGH OPEN AND DISTANCE E-LEARNING EDUCATION: GLOBALIZING UNIVERSITAS TERBUKA

2019 ◽  
Vol 20 (1) ◽  
pp. 1-9
Author(s):  
Mani Festati Broto
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Education System ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Education For All ◽  
Open Education ◽  
Massive Open Online ◽  
E Learning ◽  
Distance Education System

Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.

SHARING KNOWLEDGE THROUGH OPEN AND DISTANCE E-LEARNING EDUCATION: GLOBALIZING UNIVERSITAS TERBUKA

2019 ◽  
Vol 20 (1) ◽  
pp. 1
Author(s):  
Mani Festati Broto
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Education System ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Education For All ◽  
Open Education ◽  
Massive Open Online ◽  
E Learning ◽  
Distance Education System

Universitas Terbuka (UT) as an open and distance e-learning institution in Indonesia, has widely intensify the interconnectivity on international stages. UT adopts international academic standard and pave its vision “to provide access to a world quality higher education for all through open and distance higher education”. Although, most of UT students do not yet have access to adequate internet connection, UT has been a reference for other open education institutions and was acknowledged by the global community to have been succeeded in managing distance education system. By outlining the concept of education diplomacy creates an explanation that the growth of globalized educational collaboration increases the importance of conveying people-to-people engagement through e-learning education system. In previous years, UT has aimed the mission toward an ASEAN distance education collaboration and offer an Open Online Certificate Program through MOOC (Massive Open Online Courses). The aim is to share knowledge among Indonesian and its counterparts in ASEAN.

The Technology Shift for MOOC-Based Libraries

2021 ◽  
pp. 729-738
Author(s):  
Triloki Pant ◽  
Swati Pant
Keyword(s):  
Higher Education ◽  
Education System ◽  
New Technologies ◽  
Online Courses ◽  
Educational Status ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Higher Education System ◽  
Study Material ◽  
E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

The Technology Shift for MOOC-Based Libraries

2020 ◽  
pp. 109-118
Author(s):  
Triloki Pant ◽  
Swati Pant
Keyword(s):  
Higher Education ◽  
Education System ◽  
New Technologies ◽  
Online Courses ◽  
Educational Status ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Higher Education System ◽  
Study Material ◽  
E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

The Revelation from MOOCs on our Country’s Remote Education

2014 ◽  
Vol 989-994 ◽  
pp. 5152-5156
Author(s):  
Jun Feng Wang
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Internationalization Of Higher Education ◽  
First Year ◽  
Massive Open Online ◽  
Online Learners ◽  
Education Development ◽  
Healthy Development

Since 2012, known as the first year of "massive open online Courses (MOOCs)", its development speed beyond our imagination, only Courses one company registered online learners reached more than 4.1million people (up to July 21, 2013). MOOCs will be bring what challenge for distance education development in China, how to deal with these challenges, is our reality problem need to concerned. We hope through the above question discussion to accelerate the change of distance education in our country, to adapt to the trend of the internationalization of higher education, promoting its healthy development..

scholarly journals Panorama da Aplicação de Massive Open Online Course (MOOC) no Ensino Superior: Desafios e Possibilidades

EAD em FOCO ◽  
2016 ◽  
Vol 6 (3) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Ismar Frango Silveira
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Time Frame ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Open Education ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Massive Online Open Course ◽  
On Line

Este trabalho aborda a aplicação dos Massive Open On-line Courses: MOOC: no contexto do Ensino Superior. Traz um breve histórico, características e principais tipos de MOOC, bem como os relaciona com o movimento da Educação Aberta. Demonstra através de mapeamento sistemático da literatura um panorama dos estudos publicados na área, tendo como recorte temporal o período entre 2011 e 2015. Os resultados obtidos evidenciam que a aplicação dos MOOC no Ensino Superior é apontada como tema emergente e descortina uma série de potencialidades e desafios, exigindo uma nova postura das instituições de ensino superior. Ressalta que os estudos nessa temática ainda são incipientes.Palavras-chave: MOOC, Massive Online Open Course, Ensino Superior, Educação Aberta, Tecnologias Emergentes.' Overview of the application of Massive Open Online Course (MOOC) in Higher Education: Challenges and OpportunitiesAbstractThis paper proposes to identify application of Massive Open Online Courses: MOOC: in higher education context. It provides a brief history, features and main types of MOOC as well as relates to the movement of Open Education. Demonstrates through systematic mapping of literature an overview of the studies published in the field, with the time frame the period between 2011 and 2015. The results show that the application of MOOC in higher education is seen as an emerging theme and opens up a number of potential and challenges requiring a new approach of higher education institutions. It is evident although the studies on this topic are still incipient.Keywords: MOOC, Massive Online Open Course, Higher education, Open Education, Emerging Technologies.

Redemption through MOOCs?

2015 ◽  
pp. 22-48 ◽  
Author(s):  
David Starr-Glass
Keyword(s):  
Higher Education ◽  
Education System ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Suggested Approach ◽  
Higher Education System ◽  
Educational Implications ◽  
Reduced Costs ◽  
Educational Market

Massive open online courses (MOOCs) have received considerable publicity over the last few years. Since they offer costless learning experiences, many have seen them as a way of reducing the costs of higher education. A commonly suggested approach is that learners should be able to take a range of MOOCs and use their certificates of completion to assemble a portfolio that reflects their learning accomplishments, with separate educational market-providers offering services such as advisement, assessment, and accreditation of the portfolio content. It is speculated that this fracturing, or disaggregation, of the current higher educating system would allow learners greater choice and reduce the costs of obtaining accredited degrees. This chapter explores the opportunities and challenges presented by MOOCs and the economic and educational implications of a proposed disaggregation of the higher education system. The analysis suggests that disaggregation would not necessarily reduced costs, but that it would inevitably destroy much of the unpaid-for-value that resides for graduates in the current aggregated system of higher education.

Experience Gained From Applying a Team-Based Approach for MOOC Development

2019 ◽  
Vol 14 (2) ◽  
pp. 15-30 ◽  
Author(s):  
Natalia Spyropoulou ◽  
Christos J. Pierrakeas ◽  
Achilles Kameas
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Online Courses ◽  
Learning Opportunities ◽  
Emerging Technology ◽  
Massive Open Online Courses ◽  
Open University ◽  
Open Education ◽  
Massive Open Online ◽  
The World

Massive open online courses (MOOC) constitute an emerging technology for distance and open education while interest in incorporating them in higher education is constantly growing. Due to the free and open access learning opportunities that they offer, they attract an immense number of learners from all over the world. Additionally, because of their openness, they present major challenges, including network co-creation within communities and new forms of communication and collaboration for both students and educators. In this article, the authors present a methodology for a team-based development of MOOCs with the use of a recognized design model that they applied in Hellenic Open University. The main objective is to illustrate the lessons learnt during this MOOC development.

Utilization of MOOCs Platform for E-Learning Environment in Higher Education

2018 ◽  
pp. 117-131 ◽  
Author(s):  
Abdus Samim
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The World ◽  
E Learning

This chapter is a study of the utilization of Massive Open Online Courses (MOOCs) for learning in the higher education, given by the top universities in the world. As we know, MOOC platforms are widely popular in the field of e-learning, in the dissemination of higher education all over the world. Such initiatives are essential for students or people who want to be involved in higher education without going to a university for the completion of degree courses. This study found that most of the top universities started MOOCs in 2012 and found that a 72.7% majority of universities offered diploma and certificate courses to people through MOOCs. It was also found that the eDX platform was used by all the selected universities in providing MOOCs.

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