A review on massive e-learning (MOOC) design, delivery and assessment

MOOCs or Massive Online Open Courses based on Open Educational Resources (OER) might be one of the most versatile ways to offer access to quality education, especially for those residing in far or disadvantaged areas. This article analyzes the state of the art on MOOCs, exploring open research questions and setting interesting topics and goals for further research. Finally, it proposes a framework that includes the use of software agents with the aim to improve and personalize management, delivery, efficiency and evaluation of massive online courses on an individual level basis.Peer ReviewedPostprint (author's final draft

Quality Frameworks for MOOCs

The hype surrounding MOOCs has been tempered by scepticism about the quality of MOOCs. The possible flaws of MOOCs include the quality of the pedagogies employed, low completion rates and a failure to deliver on the promise of inclusive and equitable quality education for all. On the other hand, MOOCs that have given a boost to open and online education have become a symbol of a larger modernisation agenda for universities, and are perceived as tools for universities to improve the quality of blended and online education—both in degree education and Continuous Professional Development. MOOC provision is also much more open to external scrutiny as part of a stronger globalising higher education market. This has important consequences for quality frameworks and quality processes that go beyond the individual MOOC. In this context, different quality approaches are discussed including possible measures at different levels and the tension between product and process models. Two case studies are described: one at the institutional level (The Open University) and one at a MOOC platform level (FutureLearn) and how they intertwine is discussed. The importance of a national or international quality framework which carries with it a certification or label is illustrated with the OpenupEd Quality label. Both the label itself and its practical use are described in detail. The examples will illustrate that MOOCs require quality assurance processes tailored to e-learning and open education, embedded in institutional frameworks. The increasing unbundling of educational services may require additional quality processes

The OpenupEd quality label: benchmarks for MOOCs

In this paper we report on the development of the OpenupEd Quality Label, a self-assessment and review quality assurance process for the new European OpenupEd portal (www.openuped.eu) for MOOCs (massive open online courses). This process is focused on benchmark statements that seek to capture good practice, both at the level of the institution and at the level of individual courses. The benchmark statements for MOOCs are derived from benchmarks produced by the E xcellence e learning quality projects (E-xcellencelabel.eadtu.eu/). A process of self-assessment and review is intended to encourage quality enhancement, captured in an action plan. We suggest that a quality label for MOOCs will benefit all MOOC stakeholders

Quality in MOOCs: Surveying the Terrain

The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality

How to design for persistence and retention in MOOCs?

Design of educational interventions is typically carried out following a design cycle involving phases of investigation, conceptualization, prototyping, implementation, execution and evaluation. This cycle can be applied at different levels of granularity e.g. learning activity, module, course or programme. In this paper we consider an aspect of learner behavior that can be critical to the success of many MOOCs i.e. their persistence to study, and the related theme of learner retention. We reflect on the impact that consideration of these can have on design decisions at different stages in the design cycle with the aim of en-hancing MOOC design in relation to learner persistence and retention, with particular attention to the European context

MOOC adaptation and translation to improve equity in participation

There is an urgent need to improve elementary and secondary school classroom practices across India and the scale of this challenge is argued to demand new approaches to teacher professional learning.  Massive Open Online Courses (MOOCs) represent one such approach and which, in the context of this study, is considered to provide a means by which to transcend traditional training processes and disrupt conventional pedagogic practices. This paper offers a critical review of a large-scale MOOC deployed in English, and then in Hindi, to support targeted sustainable capacity building within an education development initiative (TESS-India) across seven states in India.  The study draws on multiple sources of participant data to identify and examine features which stimulated a buzz around the MOOCs, leading to over 40,000 registrations and a completion rate of approximately 50% for each of the two MOOCs

The arrival of MOOCs: Massive Open Online Courses

Summary: Internationally, a number of emerging technologies and associated developments are becoming available that could have far‐reaching effects on the delivery of tertiary education. One of these developments is Massive Open Online Courses (MOOCs). The opportunities MOOCs present include the ability for institutions to extend their brand and reach to large international audiences, experiment with innovative pedagogical approaches, an ability to offer niche provision at scale, and a potential reduction of costs. Its challenges and risks include that they are not widely recognised as formal qualifications, the absence of an established business model, and their pedagogical approaches. We have developed this paper as the start of a conversation between and among government agencies, institutions, employers and learners on the appropriate policy settings and ways to support the introduction of these emerging technologies in the delivery of tertiary education. This paper also supports the 2014 Innovations in Tertiary Education Delivery Summit, being held in Auckland on 5 and 6 June 2014, which looks at the future of tertiary education and the role of technology in it

Benchmarks for MOOCs: the OpenupEd quality label

This paper reports on the OpenupEd Quality Label, a quality assurance process for MOOCs (massive open online courses) developed for the European OpenupEd portal (http://www.openuped.eu). The OpenupEd Quality Label is offered as a way of ensuring that MOOCs offer a good quality educational experience. It adopts a quality enhancement approach, based on initial self-assessment against benchmark indicators, followed by a review leading to an improvement action plan. It is designed to complement both an institutional course approval process, and ongoing evaluation and monitoring of courses in presentation. The overall approach and the benchmarks are derived from the E-xcellence e-learning quality projects (E-xcellencelabel.eadtu.eu). The benchmarks are divided into two groups: course-level and institutional. There are 11 benchmarks that apply at course-level and which should be checked for each MOOC. There are 21 institutional benchmarks grouped into six areas: Strategic Management, Curriculum Design, Course Design, Course Delivery, Staff Support and Student Support. The institutional benchmarks are only reviewed periodically. The benchmarks are supported by the E-xcellence manual which provides background material and more detailed indicators of good practice, with a supplement for MOOC-specific aspects. A ‘quick scan’ checklist is provided to capture the extent to which each benchmark is achieved. Other templates are provided to gather evidence and prepare an action plan. OpenupEd has further distinctive features intended to enhance the quality of MOOCs. The initial providers are members of EADTU (European Association of Distance Teaching Universities) and will bring extensive experience of open and distance learning to bear on MOOCs. Their commitment to ‘open education’ acts to remove unnecessary barriers to learning, and OpenupEd MOOCs should demonstrate specific values: openness to learners, digital openness, a learner-centred approach, support for independent learning, media-supported interactions, recognition options, a focus on quality, and embracing a spectrum of diversity. The OpenupEd label should benefit all stakeholders in MOOCs. Students can be reassured about the experience they are committing to. Employers can recognise the content and skills demonstrated by a MOOC certificate. MOOC authors can achieve recognition for their input. Institutions can protect their brand reputation. Funders can be reassured that products are worthwhile. Quality agencies, who work on behalf of all the above parties, may find their task eased

MOOCs: A first-hand experience on EDC MOOC and a speculation of their future impact in Higher Education

Massive Open Online Courses (MOOCs) – a term coined by Dave Cormier back in 2008 when the first experimental MOOC ran - came to prominence in 2012 with the launch of Coursera, EdX and Udacity platforms in the United States. Most often MOOCs are short courses with duration varied between a couple of weeks to a couple of months, and at the moment, they do not provide academic credit, but some do provide a certificate of completion or statement of accomplishment. MOOCs are currently free for participants and are funded by public and/or private sources. However, there is speculation that in the near future, Universities involved may profit by providing certification to successful participants and by building hybrid courses around MOOCs that carry academic credit (Lederman 2013, Young 2012). This short article summarises my personal reflections from participating in a MOOC and provides a brief evaluation of the connectivist MOOC (cMOOC) learning design. Following that, MOOCs’ future sustainability in general is discussed and a speculation of their future impact in HE is attempted. In lieu of a conclusion, important questions raised by MOOCs and the ways they may impact Higher Education are provided, with an aim to open up the discussion around MOOCs to include their socio-political dimension alongside its pedagogical one

Model for democratisation of the contents hosted in MOOCs

Massive Online Open Courses (MOOCs) have emerged as a new educational tool in higher education, based on gratuity, massiveness and ubiquity. Essentially they suggest an evolution of the Open Learning Movement based on principles of reusing, revising, remixing and redistributing open educational resources (OER). However, in contrast with the content of OERs, content hosed in MOOCs tends to be paywalled and copyrighted, which restricts its reuse. Philosophically, the main problem with MOOCs is the inaccessibility and inadaptability of their resources, challenging democratic open access to knowledge. A number of authors and organisations consider it an ultimate necessity to open up MOOC resources. Therefore in this paper three strategies to open up MOOC contents are proposed: to deposit the materials in repositories of OER (ROER) as individual objects, to archive them in ROER in data packages as learning units or to convert them into OpenCourseWare (OCW) as self-taught courses