MOOCS, by Jonathan Haber

No abstract available

Massive Open Online Courses: opportunities and challenges from a student perspective

This book is based on an experiment carried out by the author with the aim of analyze and explore trends and experiences on MOOC development. Despite the intention of the author is to initiate a discussion in which massive open online courses were neither a panacea to the crisis in education nor the terrifying threat condemned by doomsayers, his point of view is generally optimistic. The author experiment started to complete the same number of courses one would take to obtain a four-year liberal arts degree in just twelve months using only MOOCs and other forms of free learning

What are the key sucess factors of MOOC platforms?

This thesis analyzes key characteristics of Massive Open Online Courses (MOOCs) platforms in order to assess what makes such platforms successful. Three challenges of MOOC platforms were determined from the review of the literature: dropout rates, sustainability and plagiarism. Primary data was gathered from a sample of MOOC platforms, both on the characteristics of the platforms themselves and their internet traffic data. We performed a statistical correlation analysis using Traffic Rank as indicator of platform success, and key characteristics of the platforms. Statistically significant correlations with platform success were found with: platform focus on college education, offering certification, charging fees for courses, enabling online testing, among others. The key characteristics of success identified through our analysis should help platforms overcome the three challenges. Other statistically significant correlations found, such as the importance of the number of partnerships with universities also helped to identify a key strategy that platforms might follow, flipped classrooms, where content from the MOOCs is used by the universities in the physical courses

Developing world MOOCs: A curriculum view of the MOOC landscape

MOOCs offer opportunities but are also pose the danger of further exacerbating existing educational divisions and deepening the homogeneity of global knowledge systems. Like many universities globally, South African university leaders and those responsible for course, curriculum, and learning technology development are coming to grips with the implications and possibilities of online and open education for their own institutions. What opportunities do they offer to universities, especially from the point of view of research-focused campus-based institutions which have not yet engaged with MOOCs and have little history with online courses? Given the complexities of the MOOC-scape, this paper provides a means for contextualising the options within an institutional landscape of educational provision as possibilities for MOOC creation, use and adaptation. This takes into account what is currently available and identifies what new opportunities can be explored. Refining this further, a categorisation of existing MOOCs is provided that maps to broad institutional interests. The notion of courses offered by universities as being either primarily ‘inward’ or ‘outward’ facing is explained. Five categories of MOOCs are described: Category One, Teaching Showcase; Category Two, Gateway Skills; Category Three, Graduate Skills; Category Four, Professional Skills and Category Five, Research Showcase. These are elaborated on and examples provided. This taxonomy provides a nuanced way of understanding MOOCs and MOOC type courses in order for educators to strategically prioritise and decision makers to support the full gamut of emergent opportunities

MOOCing On Up? Experiences of an Elusive Course Completer

In this article, I apply autoethnography to recount and analyze my experiences as a recent enrollee and course completer of a massive open online course (MOOC). Research surrounding MOOCs heretofore has been predominantly quantitative in nature, whereas this research utilizes a qualitative approach and offers a student’s in-depth perspective. While participating in the course, and in its aftermath, I engaged in systematic observation and reflection. Generally, my experience was positive, prompting me to analyze consistencies and discrepancies between my vantage points and those stemming from emerging MOOC research and media discourse. Most significantly, my lived experience might provide a window into better understanding MOOC access, persistence, and course completion, each of which is central to current discourse regarding MOOCs, including appraisals of their worth. It is hoped that this exploratory research will supplement current research and suggest future research in these areas

Down the Rabbit Hole: An initial typology of issues around the development of MOOCs

MOOCs have experienced an unprecedented explosion of publicity. This publicity indicates both optimism that they may be the panacea for whatever ails higher education, as well as caution and trepidation that this may in-fact be some sort of new fad in higher education. In this wave of optimism, and subsequent wave of pessimism, we believe that there is something good to examine about MOOCs and that they do hold potential for certain educational arenas. That said, we don’t want to blindly dive into the MOOC optimism camp. We have critically examined the literature, from both academic peer-reviewed and academic press lenses, from 2011 to early 2014 so as to discover and discuss the main areas of challenges and issues with MOOCs. These challenges span the spectrum from pre-offering to post-conclusion of a MOOC. Our aim was to provide an initial typology of issues around MOOCs design and implementation so that we can keep them in mind as MOOCs are designed and offered, and we can begin to address some of the issues

Massive Open Online Courses (MOOC) and Its Possibilities as Instrument of Formal, Nonformal, Informal and Lifelong Learning

In this chapter, we present the definition, development, and providers of massive open online courses (MOOC). We also explain the advantages and disadvantages of MOOC. We also present the structure of participants of MOOC, and also the motivation of participants is analyzed. Some basic statistics of realization and success of participants are also displayed. In one part of this chapter, the authors present case study of MOOC implementation in formal education in Belgrade Polytechnic (BP) College. For informal learning, a MOOC for welding is presented. This MOOC is planned to be organized on faculty of mechanical engineering at Belgrade University. During MOOC, participants also expanded their knowledge base and in that way they created possibilities for rerun of MOOC on a higher level. In that way, a participant can attend the same course after a couple of years and then will upgrade his knowledge. This attribute makes MOOC an instrument for lifelong learning

“MOOCing” On Up? Experiences of an Elusive Course Completer

In this article, I apply autoethnography to recount and analyze my experiences as a recent enrollee and course completer of a massive open online course (MOOC). Research surrounding MOOCs heretofore has been predominantly quantitative in nature, whereas this research utilizes a qualitative approach and offers a student’s in-depth perspective. While participating in the course, and in its aftermath, I engaged in systematic observation and reflection. Generally, my experience was positive, prompting me to analyze consistencies and discrepancies between my vantage points and those stemming from emerging MOOC research and media discourse. Most significantly, my lived experience might provide a window into better understanding MOOC access, persistence, and course completion, each of which is central to current discourse regarding MOOCs, including appraisals of their worth. It is hoped that this exploratory research will supplement current research and suggest future research in these areas

Leveraging a Massive Open Online Course in the Local Church to Teach Hermeneutics

The increase in massive open online course (MOOC) offerings in theological higher education presents unique equipping opportunities for local churches, providing high-quality instruction from authoritative scholars. The purpose of this project is to facilitate participation in a MOOC to equip members of Calvary Baptist Church, Lynchburg, Virginia, with basic hermeneutic principles in order to enrich personal Bible study and prepare for teaching the Bible. A pretest and posttest assess the effectiveness of the program to impart knowledge of hermeneutical concepts and skills. A concluding survey determines the extent to which participants plan to use learned hermeneutic methods and principles in personal Bible study and teaching preparation, in addition to assessing participants’ experiences with and perceptions of the educational technology. This project seeks to affirm the viability of using MOOCs for various equipping opportunities in local churches

Les "MOOCs", plus que juste une question d'échelle: éducation à l'environnement, à l'aube d'une société technologique

Rapid technological and scientific progress, fully affects communication promotes an easy and growing information management to such an extent that it becomes a point of analysis, both socially and educationally. The knowledge accumulates, causing an overflow of new onset information. So there is an explosion of knowledge and information. From this perspective, the challenge of education in general and environmental education, particularly in Spain shows me critical, because we need a new mindset for some women, men and their institutions and build a new type partnership that addresses environmental issues differently. Therefore, in this article the current status of environmental education that allows future professionals in education or government closer to actions to improve the environment are analyzed, it must be carried out with absolute scientific rigor, addressing from a fully multidisciplinary approach. It is in this context that they are implementing the so-called massive courses "MOOCs" across platforms, in addition to providing teachers with the technical implementation, centralized supply which helps to advertise the courses and the standardization and recognition of certificates awarded to exceed the student's training levels required to demonstrate the skills acquired.El rápido progreso tecnológico y científico, que afecta de lleno a las comunicaciones, promueve un fácil y creciente manejo de información, hasta tal grado, que pasa a ser eje de análisis, tanto a nivel social como educativo. Los conocimientos se acumulan, produciéndose un desbordamiento de información de nueva aparición. Hay pues una explosión de conocimientos y de información. Desde esta perspectiva, el reto de la Educación, en general, y de la Educación Ambiental, en particular, en España se me muestra crítico, pues necesitamos una mentalidad nueva para unas mujeres, unos hombres y sus instituciones, así como construir un nuevo tipo de sociedad que haga frente a los problemas ambientales de manera distinta. Por ello, en el presente artículo se analiza la situación actual de la Educación ambiental que permite a los futuros profesionales de la enseñanza o de las administraciones públicas aproximarse a actuaciones que mejoren el medio ambiente, ha de llevarse a cabo con absoluto rigor científico, abordándose desde un enfoque totalmente multidisciplinar. Es en este contexto en el que se están poniendo en práctica los denominados cursos masivos “MOOCs”, a través de plataformas que, además de facilitar a los docentes la implantación técnica, centralizan la oferta lo que ayuda a publicitar los cursos, así como la estandarización y reconocimiento de los certificados que se otorgan al superar el alumno los niveles formativos exigidos que demuestran las habilidades adquiridas.Le progrès technologique et scientifique rapide, affecte pleinement communication favorise une gestion de l'information facile et de plus en plus à un point tel qu'il devient un point de l'analyse, à la fois social et éducatif. La connaissance accumule, provoquant un débordement de nouvelles informations apparition. Donc, il ya une explosion des connaissances et de l'information. De ce point de vue, le défi de l'éducation en général et de l'environnement, en particulier en Espagne me montre critique, car nous avons besoin d'un nouvel état d'esprit pour certaines femmes, les hommes et leurs institutions et de construire un nouveau type partenariat répondant aux enjeux environnementaux différemment. Par conséquent, dans cet article l'état actuel de l'éducation environnementale qui permet aux futurs professionnels de l'éducation ou de gouvernement plus proche de mesures visant à améliorer l'environnement sont analysés, il doit être effectuée avec la rigueur scientifique absolue, face à partir d'une approche multidisciplinaire entièrement. Il est dans ce contexte que mettent en oeuvre les soi-disant cours massives "de MOOCs» à travers les plates-formes, en plus de fournir aux enseignants la mise en oeuvre technique, l'approvisionnement centralisé qui permet de faire connaître les cours et la normalisation et reconnaissance des diplômes délivrés à dépasser les niveaux de formation de l'élève requis pour démontrer les compétences acquises