A New Framework for Massive Online Open MOOC's

Journal of Adult Education, 2013

AbstractThe challenges that massive open online courses (MOOCs) bring to the learning arena spur adult educators to improve delivery. A framework for a new type of MOOC is presented to address some of the challenges presented by earlier models. This new MOOC, called a mesoMOOC, can bridge several challenges that hinder current effective delivery of MOOCs and utilize proven strategies in online learning to better implement MOOCs. The framework for the mesoMOOC calls for MOOC designers to address the orientation process, embed a connectivist synchronous component to the classroom, provide online formative and summative assessment, and develop subsections within classes.IntroductionIn spite of the development of massive open online courses (MOOCs) as a form of adult learning, adult educators as a whole have not been at the forefront of ensuring that effective pedagogical and andragogical principles have been embedded in the process. Thus, not all forward movement has been characterized...

Journal of Interactive Online Learning, 2014

This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence (AI) model (xMOOC) uses conventional directed instruction in the context of formal postsecondary educational institutions. This traditional pedagogical approach is categorized as cognitive-behaviorist (Rodriguez, 2012). These two distinct MOOC models attract different audiences, use different learning approaches, and employ different teaching methods. The purpose of this review is to synthesize the research describing the phenomenon of MOOCs in informal and postsecondary online learning.

Computers & Education, 2018

This paper presents a narrative review of the literature related to the landscape of learning and teaching in Massive Open Online Courses (MOOCs). Past reviews of the MOOC literature have primarily focused on identifying trends and categorising MOOC studies. Syntheses of recent empirical contributions on learning and teaching in MOOCs are scarce. This review evaluated academic studies published between 2014 and 2016 on the learning and teaching aspects of MOOCs. These studies were analysed using Biggs' 3P Model of Teaching and Learning as an organising framework. The analysis examines four key learning and teaching factors: learner factors, teaching context, learner engagement, and learning outcomes. Five important findings emerged from this analysis: (1) evidence-based research on non-mainstream consumers of MOOCs is scarce; (2) the role of learner factors is oversimplified in evidence-based MOOC research; (3) there is no attempt to reconcile different approaches to measuring learner engagement with MOOCs; (4) measures of learning outcomes lack sophistication and are often based on single variables; and (5) the relationships between many of the key learning and teaching factors have not been clarified. It is argued that continuing to study learning and teaching factors in isolation without considering how they interact with each other does not move the research field forward. Keywords Massive Open Online Courses; MOOCs; review; engagement; teaching and learning 3.3. Article search strategies The search strategies employed in this study are displayed in Figure 2. Keywords were identified through screening titles, abstracts, and keywords of MOOC literature. Keywords representing learner factors, teaching context, learner engagement, and learning outcomes were paired with 'Massive Open Online Course(s)', 'MOOC(s)' and names of leading MOOC platforms. Five electronic databases (ERIC, Google/Google Scholar, ProQuest, Scopus, and Web of Science) were searched using the keywords as a filter, and a preliminary list of publications was acquired. Both UK and US spellings of terms were used in the article search process.

Medical Science Educator, 2015

In this paper we provide advice for planning, designing, delivering and leveraging massive open online courses (MOOCs) based on the experience of developing four massive open online courses at the University of Hong Kong. The first three tips relate to decision-making and planning. The next six tips concern designing to create a quality learning experience for students. The final three tips point to the additional value that can be extracted from being involved in massive open online courses. This piece should be useful for teaching and learning leaders, faculty and instructional designers responsible for creating massive open online courses in medical education.

Yuksekogretim Dergisi, 2017

M M assive Open Online Courses (MOOC) are built on the impression that "information is everywhere" by extending access to education. A MOOC is a course, but it is open, distributed, participatory, and part of lifelong network learning. The underlying idea of a MOOC is accessibility, since anyone can participate by working collaboratively either to acquire new knowledge or to expand existing knowledge. This implies that MOOCs create a pathway for lifelong learning processes. MOOCs are online classes in which anyone can participate, regardless of location, in most cases for free. They are comprised of short video lectures, simulations, and online labs combined with computer-graded tests and online forums where participants can discuss the course content or get help (Hoy, 2014). Basically, MOOCs are a form of online learning that share some common features: open access using the Internet, free of charge, asynchronous, interactive user forums, and the opportunity to receive a certificate upon successful completion (EDUCAUSE, 2011). Student Üçüncü nesil uzaktan e¤itim kapsam›nda kitlesel aç›k eriflim çevrimiçi dersler (massive open online courses, MOOC'lar) sayesinde yüksek ö¤renimde herkes is-tedi¤i yerden ücretsiz e¤itim alabilmektedir. Son y›llarda, e¤itimde MO-OC'lar›n yeri üzerine birçok çal›flma yap›lm›flt›r, ancak ö¤rencilerin kazan›m-lar› üzerine olan çal›flmalar s›n›rl›d›r. Bu çal›flmada, aç›k eriflim çevrimiçi derslerin tasarlanmas›na yönelik birtak›m önerileri belirlemek amac›yla, ö¤rencilerin MOOC'lardaki kazan›mlar›na iliflkin literatürü gözden geçirildi. ‹nceleme, bilimsel literatür veritabanlar›n›n sistematik olarak araflt›r›lmas›n›n ard›ndan, 3P (presage [öngörü], process [süreç] ve product [ürün]) ö¤retim ve ö¤renim modelinin temel bileflenlerine yönelik elefltirel bir analizle gerçeklefltirildi (Biggs, 2003). 56 yay›n›n bulgular› sentezlenerek, ö¤rencilerin kat›l›m›n› ve akademik baflar›y› gelifltirmek ve terk etme oranlar›n› düflürmek amac›yla 13 ders tasar›-m› önerisi gelifltirildi. Gerek ileriki araflt›rmalarda incelenmek üzere gerek ise de MOOC'lar›n mevcut içeri¤ini gelifltirerek ve zenginlefltirerek ö¤renim ka-zan›mlar›n› en iyi hale getirmek için baz› uygulama önerileri sunuldu.

2016

Research literature on Massive Open Online Courses (MOOCs) is still limited and tends to focus on the learner perspective. This paper reports on the experiences of ten UK-based individuals involved in designing, developing, or delivering MOOCs (learning technologists, coordinators, designers, course builders or facilitators). We focus on the following key areas: 1) reasons to offer MOOCs, 2) design, creation and delivery processes, 3) attainment and course evaluation, and 4) challenges and recommendations for the future. Findings show that MOOCs are usually collaboratively created to “follow the trend”, increase student enrolments, repurpose existing materials and/or address an international audience. The role of the teacher (also in the form of student moderators) centers on maintaining discussions on track. Evaluations of MOOC usually lack agreed indicators of success.

International Open & Distance Learning Conference (IODL19) , 2019

Massive Open Online Courses emerged in 2008 as a result of openness movement in education and drew a lot of attention by 2011 when MOOCs were adopted by higher education institutions and used as a mean to deliver knowledge and educational content. Though MOOCs have a recent history, much has been articulated and MOOCs are claimed to be a revolution in education while some others claimed that MOOCs are a hype that will eventually fade away. In this context, this research aims to investigate MOOC research by reviewing MOOC literature. The findings of the study suggest that MOOC interest tend to continue, and the evidence-based empirical MOOC research is increasing steadily. MOOC research area is dominated mostly by educational research; however, other research areas demonstrate that there is an interest from other research areas which is thought to be promising. Regional interest demonstrates that USA, Spain and UK are leading countries; and most interest stems from developed countries with Anglo-Saxon cultures. Likewise, the leading higher education institutions in MOOC research are located in Europe or USA. It is also promising that nearly half of the MOOC research is funded by stated agencies. The study concludes that MOOCs are evolving and, based on research findings, it is moving from Slope of Enlightenment to Plateau of Productivity in Gartner hype cycle.

International Journal of Computer Applications, 2017

For many years, E-Learning with its multiple forms, has begun to be an indispensable tool in the world of access to knowledge. The MOOC (Massive Online Open Course) as a new one of these learning modes has emerged as a new revolution with rich opportunities, especially for university students. Nonetheless, despite its various developments, MOOC has faced several challenges and constraints. In this article, the authors try to highlight the opportunities as well as challenges that the MOOC has experienced, especially on the pedagogical level, considering its inadequacy in what concerns the needs and preferences of each individual learner. This is why they propose a new approach that can provide a MOOC that is adaptive according to each learner's profile.

Massive open online courses (MOOCs) have drastically changed the way we learn as well as how we teach. The main aim of MOOCs is to provide new opportunities to a massive number of learners to attend free online courses from anywhere all over the world. MOOCs have unique features that make it an effective technology-enhanced learning (TEL) model in higher education and beyond. The number of academic publications around MOOCs has grown rapidly in the last few years. The purpose of this paper is to compile and analyze the state-of-the-art in MOOC research that has been conducted in the past five years. A template analysis was used to map the conducted research on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assessment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field. The paper further suggests new challenges and opportunities for future work in the area of MOOCs that will support communication between researchers as they seek to address these challenges.

2014

This review of research explores characteristics associated with massive open online courses (MOOCs). Three key characteristics are revealed: varied definitions of openness, barriers to persistence, and a distinct structure that takes the form as one of two pedagogical approaches. The concept of openness shifts among different MOOCs, models, researchers, and facilitators. The high dropout rates show that the barriers to learning are a significant challenge. Research has focused on engagement, motivation, and presence to mitigate risks of learner isolation. The pedagogical structure of the connectivist MOOC model (cMOOC) incorporates a social, distributed, networked approach and significant learner autonomy that is geared towards adult lifelong learners interested in personal or professional development. This connectivist approach relates to situated and social learning theories such as social constructivism (Kop, 2011). By contrast, the design of the Stanford Artificial Intelligence...