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.

Role of University Rankings in the Context of Lack of Resources

2021 ◽  
pp. 1807-1829
Author(s):  
Magdalena Platis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
University Management ◽  
Strategic Development ◽  
Higher Education Systems ◽  
Real Phenomenon ◽  
The University ◽  
Contemporary Context

In the contemporary context, educational sector faces many challenges which are reflected in specific institutional reactions. Rankings specific to higher education systems are a real phenomenon. Management teams at all levels understand differently the role of being active towards rankings – from a national support and institutional scope, to a lack of interest from both levels. Methodologies of different rankings are also different. In fact, participating in a ranking or another is something to be decided by the university management. The mission of this chapter is to reveal the role of rankings in the contemporary context of resource decreasing. Some answers will improve the decision-making process related to rankings, as well as to other institutional changes adopted in higher education institutions. The existence of rankings cannot be denied. Understanding the role of rankings is one of the most important premises for a correct strategic development of the higher education institutions.

Role of University Rankings in the Context of Lack of Resources

2017 ◽  
pp. 186-208 ◽  
Author(s):  
Magdalena Platis
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
University Rankings ◽  
University Management ◽  
Strategic Development ◽  
Higher Education Systems ◽  
Real Phenomenon ◽  
The University ◽  
Contemporary Context

In the contemporary context, educational sector faces many challenges which are reflected in specific institutional reactions. Rankings specific to higher education systems are a real phenomenon. Management teams at all levels understand differently the role of being active towards rankings – from a national support and institutional scope, to a lack of interest from both levels. Methodologies of different rankings are also different. In fact, participating in a ranking or another is something to be decided by the university management. The mission of this chapter is to reveal the role of rankings in the contemporary context of resource decreasing. Some answers will improve the decision-making process related to rankings, as well as to other institutional changes adopted in higher education institutions. The existence of rankings cannot be denied. Understanding the role of rankings is one of the most important premises for a correct strategic development of the higher education institutions.

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 Embodying human rights in #FeesMustFall? Contributions from an indecent theology

2017 ◽  
Vol 73 (3) ◽  
Author(s):  
Lisa Grassow ◽  
Clint Le Bruyns
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Rights ◽  
Higher Education Institutions ◽  
Specific Context ◽  
Human Rights Abuses ◽  
The Poor ◽  
Kwazulu Natal ◽  
The University

This article focuses on the #FeesMustFall (FMF) movement and the question of a human rights culture. It provides evidence from the specific context of FMF at the University of KwaZulu-Natal, Pietermaritzburg, which exposes human rights abuses and violence to the dignity of protesting students. To advance a human rights culture within the higher education sector in the context of FMF, the article highlights the role of theology – ‘indecent theology’ (as espoused by Marcella Althaus-Reid) – in revealing the problem and promise of higher education institutions in the quest for a more liberating and responsible society. It is only through interrogating the narratives that sustain the current university structures – and continue to oppress the poor and the marginalised – that South Africa will be able to begin to construct a society that is respective of the rights of all.

scholarly journals The Potential Role of Stakeholders in the Energy Efficiency of Higher Education Institutions

2020 ◽  
Vol 12 (21) ◽  
pp. 8908
Author(s):  
Rubén Garrido-Yserte ◽  
María-Teresa Gallo-Rivera
Keyword(s):  
Higher Education ◽  
Energy Efficiency ◽  
Energy Consumption ◽  
Higher Education Institutions ◽  
Action Plan ◽  
Research Approach ◽  
Save Energy ◽  
The University ◽  
The Impact

Higher education institutions (HEIs) have a huge potential to save energy as they are significantly more energy-intensive in comparison with commercial offices and manufacturing premises. This paper provides an overview of the chief actions of sustainability and energy efficiency addressed by the University of Alcalá (Madrid, Spain). The policies implemented have shifted the University of Alcalá (UAH) to become the top-ranking university in Spain and one of the leading universities internationally on environmentally sustainable practices. The paper highlights two key elements. First, the actions adopted by the managerial teams, and second, the potential of public–private collaboration when considering different stakeholders. A descriptive study is developed through document analysis. The results show that energy consumption per user and energy consumption per area first fall and are then maintained, thereby contributing to meeting the objectives of the Spanish Government’s Action Plan for Energy Saving and Efficiency (2011–2020). Because of the research approach, the results cannot be generalized. However, the paper fulfils an identified need to study the impact of HEIs and their stakeholders on sustainable development through initiatives in saving energy on their campuses and highlights the role of HEIs as test laboratories for the introduction of innovations in this field (monitoring, sensing, and reporting, among others).

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.

Sign in / Sign up

Export Citation Format

Share Document