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 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 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.

Trends and Issues With Massive Open Online Courses

2017 ◽  
pp. 116-127
Author(s):  
Kijpokin Kasemsap
Keyword(s):  
Learning Environments ◽  
Online Courses ◽  
Teaching Style ◽  
Massive Open Online Courses ◽  
Educational Goals ◽  
Massive Open Online ◽  
Large Numbers ◽  
Modern Learning ◽  
Professional Field ◽  
Public Offering

This chapter reveals the overview of Massive Open Online Courses (MOOCs) and the implications of MOOCs in the digital age. MOOCs are the Internet-based courses which have large numbers of students involved. MOOCs have a potential for helping college students succeed and for giving a preview of a particular university's teaching style to potential applicants. MOOCs can bring students from all over the world and encourage engagement between staff and students of a given university to interact with the wider public. Offering diverse classes on different topics through MOOCs makes it easy for students to keep up with the latest trends and be on top of their professional field. The chapter argues that encouraging MOOCs has the potential to improve educational performance and gain educational goals in the modern learning environments.

THE MASSIVE OPEN ONLINE COURSES OF THE HELLENIC OPEN UNIVERSITY: CONFIGURATION AND ANALYSIS OF SPECIFICATIONS FOR THE SELECTION OF THE MOST SUITABLE PLATFORM

2021 ◽  
Author(s):  
Theodora Kouvara ◽  
Christoforos Karachristos ◽  
Dimosthenis Karakatsoulis ◽  
Theofanis Orfanoudakis ◽  
Dimitris Sideris
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Open University ◽  
Massive Open Online ◽  
Selection Of

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 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>

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.

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

Massive open online courses: a new tool in educational policy

2020 ◽  
pp. 73-77
Author(s):  
Y. Eryomina
Keyword(s):  
Educational Policy ◽  
Online Courses ◽  
Student Mobility ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Technological Growth ◽  
The World ◽  
Traditional Institutions ◽  
Face To Face Learning

Rapid technological growth, social and demographic changes in the world have led to the emergence of new requirements for education. Traditional institutions involving face-to-face learning cannot fully meet the needs of a growing number of students. Massive Open Online Courses (MOOC), which are available to any student, regardless of their social status and where they live, have become a new tool in distance education. MOOC solve the problem of increasing student mobility and increasing inclusiveness in society. This mechanism can become both a complement to traditional forms of education and their direct competitor.

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