Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC

There has been a rapid growth of massive open online courses (MOOCs) in the global education market in the last decade. Online learning technologies are becoming increasingly widespread in the non-formal education sector and in higher and supplementary vocational education. The use of MOOCs in Russia to support the delivery of educational programmes at university level opens opportunities in terms of expanding the educational choice for students, the development of virtual academic mobility, reduction in the cost of educational services, and improvement in the accessibility of education. However, the effectiveness of using different online learning technologies at university level, and the consequences of their widespread adoption, has not been sufficiently explored. In this research study, a comparative analysis is made of the effects of different online learning models on student educational outcomes in a university setting. A study was undertaken in which different groups of students at the Ural Federal University, Russia, were encouraged to study technical and humanities disciplines using a framework of blended learning, and online learning with tutoring support. The results of the study were compared with the results of a reference (control) group of students who studied the same disciplines in a traditionally taught model. It was found that both models (blended and online) of MOOC implementation demonstrated greater learning gains, in comparison with the traditional model. For engineering and technical disciplines, there was no statistically significant difference between blended or online learning technologies. For the humanities discipline, where the communicative component of the learning process was significant, the blended learning technology produced better results. Conclusions of this empirical research may be useful for heads of educational organizations and teachers in helping them to make strategic decisions about the modernization of university courses by increasing the effectiveness of the implementation of new educational technologies. The results of this research project will be used for implementing the State Priority Project, ‘The Modern Digital Educational Environment of the Russian Federation’

The digital transformation of higher education–“uni for nothin’, MOOCs for free”?

In 2017, the newly-elected, Labor-led government of New Zealand boldly declared access to higher-education to be a universal right and committed to a year’s “fees-free” studentship, with the promise of eventually extending it to an entire first-degree programme. Against such a backdrop, this article will examine the role of Massive Open Online Courses (MOOCs) as surrogates for “fees-free” higher education and whether the design of such a Higher Education 4.0 platform is even a credible proposition. More specifically, the research question addressed is: can higher education be made universal in terms of access and costs through the intermediation of MOOCs? The case attempts to provide a socio-technical view of such a “value proposition” and concludes that the charter of higher education extends beyond the distribution of knowledge and skills that may perhaps be better delivered with blended learning models than MOOC platforms. A university is more than a certification of core-competencies in that it also brings about socialization and participation. With the undercurrent of design ideals such as “tech for good”, the academic community must examine whether MOOCs are credible substitutes or at-best, complementary platforms. In this era of Industry 4.0, higher education should not be about the creative destruction of what we value in universities, but their digital transformation. Regretfully, the onset of the Covid-19 pandemic has revealed gaping holes in the sectors’ readiness for online learning. The article concludes with an agenda for large Randomized Controlled Trials (RCTs) driven by Action Design Research that could fulfil the aspirations of the key stakeholder groups–students, faculty and regulators. It is intended that the case will inform policy makers on the implementation of a Blended Learning platform which draws from the relative strengths of traditional and online delivery

BLENDED LEARNING A CONVERGENCE OF ONLINE LEARNING AND FACE-TO-FACE EDUCATION FOR IMPARTING BETTER EDUCATION IN INDIA

Student sector in the developing world are frequently cited as being among the most important beneficiaries of online education initiatives such as massive open online courses (MOOCs). All over the world the concept of online learning is spreading at higher speed rather it is in junior education or in higher education. The convergence of online learning and face to face conversation to a different fold refers to a concept of Blended learning. Blended learning method refers to “mixing of different learning environments”. It combines traditional face-to-face classroom methods with more modern computer-supported activities using Internet and other advanced technology. According to History of Indian Education, Traditional teaching method is most popular method of teaching in Indian school which involves face to face interaction and cannot be eliminated from Indian education culture. Online learning, web based learning, intelligent tutor systems are the new technologies in education which helps in profound improvements. Online learning has unique abilities to provide students with enriched learning experiences, to extend learning beyond the school day, and to support more successful differentiated learning strategies that personalize students’ educational experiences. Web based learning has the advantage of learning through animations, multimedia, videos and chats etc. Blended learning is the teaching practice that combines teaching methods from both face-to-face and online learning and is going to prove as a powerful method of educational transfer.. So the objective of this paper is to explain how blended learning is essential in departing education. The paper not only describes the characteristics of blended learning but also put light on pillars of this learning scheme. Evidences are also there for the working of blended learning. Issues are also described for the need of blended learning in case of technical education in India which can be implemented with the concept of Massive Empowered Classrooms (MEC).&nbsp

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

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Quality Assessment for E-learning: a Benchmarking Approach (Third edition)

The primary purpose of this manual is to provide a set of benchmarks, quality criteria and notes for guidance against which e-learning programmes and their support systems may be judged. The manual should therefore be seen primarily as a reference tool for the assessment or review of e-learning programmes and the systems which support them. However, the manual should also prove to be useful to staff in institutions concerned with the design, development, teaching, assessment and support of e-learning programmes. It is hoped that course developers, teachers and other stakeholders will see the manual as a useful development and/or improvement tool for incorporation in their own institutional systems of monitoring, evaluation and enhancement

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

How are higher education institutions dealing with openness?. A survey of practices, beliefs, and strategies in five European countries

Open Education is on the agenda of half of the surveyed Higher Education Institutions (HEIs) in France, Germany, Poland, Spain and the United Kingdom. For the other half of HEIs, Open Education does not seem to be an issue, at least at the time of the data collection of the survey (spring 2015). This report presents results of a representative a survey of Higher Education institutions in five European countries (France, Germany, Poland, Spain and the United Kingdom) to enquire about their Open Education (OE) practices, beliefs and strategies (e.g MOOCs). It aims to provide evidence for the further development of OE to support the supports the Opening Up Communication (European Commission, 2013) and the renewed priority on Open Education, enabled by digital technologies, of ET2020