To MOOC or not to MOOC?

2014 ◽  
pp. 210-223 ◽  
Author(s):  
Cathrine Tømte ◽  
Arne Fevolden ◽  
Dorothy Sutherland Olsen
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
National Context ◽  
Disruptive Technologies ◽  
Educational Challenges ◽  
The Us ◽  
The World

Inspired by examples in the US and Europe, many Higher Education Institutions (HEIs) in Norway are exploring how they can use Massive Open Online Courses (MOOC) and other technologies to shape the classrooms of the future. This chapter briefly reviews expectations of MOOCs including both xMOOCs and cMOOCs and what they might do for higher education in a national context. Thereafter, it considers the development of MOOCs in relation to theories of disruptive technologies and national adoptions and/or adjustments to MOOCs. In this, the authors examine how Norwegian educational institutions are utilizing digital technology to support various solutions of online learning to address educational challenges. This approach is relevant as it serves as an example of how countries around the world explore the new possibilities that come with the MOOCs and other ubiquitous technologies and how they relate these to their existing organization of higher education.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

scholarly journals Institutional Collaboration on MOOCs in Education—A Literature Review

2017 ◽  
Vol 18 (6) ◽  
Author(s):  
Anne-Mette Nortvig ◽  
René B Christiansen
Keyword(s):  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Passive Resistance ◽  
Institutional Collaboration ◽  
The Us ◽  
E Learning ◽  
The Common ◽  
Common Learning

<p class="3">This literature review seeks to outline the state of the art regarding collaboration between educational institutions on Massive Open Online Courses (MOOCs) launched in Europe and in the US for the past 10 years. The review explores enablers and barriers that influence national institutional MOOC collaboration, and looks into how existing knowledge about institutional collaboration on e-learning can be used in MOOC collaboration. The review is based on a literature search in databases and on snowballing techniques. It concludes that collaboration on MOOCs can be advantageous in terms of ensuring quality and innovation in the common learning designs, and that—in order to succeed—such projects need strategic and institutional support from all partners involved. Moreover, the review points out barriers concerning the reluctance of individual institutions to engage in national collaboration due to fear of potential loss of their own national branding and the teachers’ hesitancy or passive resistance to new educational platforms and formats.</p>

Professional Skill Enrichment in Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 14-27
Author(s):  
Siran Mukerji ◽  
Purnendu Tripathi ◽  
Anjana Anjana
Keyword(s):  
Higher Education ◽  
Capacity Building ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Present System ◽  
Professional Skill ◽  
Massive Open Online ◽  
Training Programmes ◽  
Comprehensive Study

The present study concentrates on assessing the ongoing method of capacity building of teachers in higher education institutions of India. It has been conceptualized with the objective of making a comprehensive study of the prevailing techniques of capacity building and skill enrichment for the teachers in higher education institutions of the country; determining the adequacy and effectiveness of these techniques in capacity building and enhancing the skill and competency of the human resources; and finally, suggesting ways of making the techniques more objective and purposeful besides what other measures can be implemented for improving the present system. The study reveals that there is a need for making an assessment of specific teachers' needs while designing subject specific training programmes that should be offered using modular approach and by incorporating latest developments in the concerned disciplines. Capacity building programmes must include IT-based competency enhancement modules offered through massive open online courses (MOOCs) and specialized certification courses.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

scholarly journals INVESTIGATING INHIBITING FACTORS AFFECTING MOOCS ADOPTION AMONG TEACHERS IN HIGHER EDUCATION INSTITUTIONS OF INDIA

2021 ◽  
Vol 11 (2) ◽  
pp. 87-94
Author(s):  
Priyanka Bhaskar ◽  
◽  
Amit Joshi ◽  
Padmalosani Dayalan ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Interpretative Phenomenological Analysis ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Financial Barriers ◽  
Factors Affecting ◽  
Intention To Adopt ◽  
Inhibiting Factors

Massive Open Online Courses (MOOCs) has the potential to eradicate the digital divide and endorse education globally among the learners in the education industry. Through MOOCs platforms, teachers can upgrade their knowledge skills and abilities in their respective fields. The present study aims to identify the inhibiting factors underlying the adoption of MOOCs by teachers employed in higher education institutions. The research has employed an Interpretative Phenomenological Analysis of qualitative research methodology. In this research, teachers from the identified Universities of Uttarakhand, India are selected as the respondent to investigate the factors affecting the adoption of MOOCs. Findings reveal that technological barriers, financial barriers, and lack of awareness act as inhibiting factors in adopting MOOCs by teachers of HEI. This study also contributes to the literature by assessing the factors influencing teachers’ intention to adopt Massive Open Online Courses for learning. Through this paper, the three stakeholders of MOOCs, that is teachers, HEI and MOOC provider are suggested measures that will enhance the support and acceptability of the online courses.

scholarly journals MOOCs and their Influence on Higher Education Institutions: Perspectives from the Insiders

2018 ◽  
Vol 7 (1) ◽  
pp. 40-45 ◽  
Author(s):  
Manuel León-Urritia ◽  
Ruth Cobos ◽  
Kate Dickens
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Decision Makers ◽  
Massive Open Online Courses ◽  
Strategic Decision ◽  
Educational Approach ◽  
Positive Attitudes ◽  
The University

Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions.

scholarly journals Exploring the Usage of MOOCs in Higher Education Institutions

2018 ◽  
Vol 14 (4) ◽  
pp. 1-17
Author(s):  
Carolina Costa ◽  
Leonor Teixeira ◽  
Helena Alvelos
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Ict Use ◽  
Current Usage ◽  
Recent Developments

This article analyses the current usage of Massive Open Online Courses (MOOCs) in HEIs. First, a literature review is performed to identify and classify the recent developments in the area and to characterize the most used platforms and courses. Following this, an analysis of MOOCs offered by some HEIs is carried out to characterize and compare the courses available in the platforms. Concerning the main findings, the literature reveals that usage of MOOCs has been growing in recent years and that Coursera and EdX are the two main platforms used. The analysis of MOOCs available in those platforms shows that the number of universities using them and the number of courses offered have been increasing. The comparison between the courses available through the above-mentioned platforms shows that EdX is more interdisciplinary. The outcomes of this article are valuable for researchers on ICT use in HEI and may help professors implementing MOOCs in their own environment.

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