An massively open online course ( MOOC ) is an online course aimed at unlimited participation and open access via the web. In addition to traditional course materials such as film lectures, reading, and set issues, many MOOCs provide interactive user forums to support community interaction among students, professors, and teaching assistants (TAs). MOOC is a new and widely researched development in distance education, which was first introduced in 2006 and emerged as a popular learning mode in 2012.
Early MOOCs often emphasize open access features, such as open content licensing, structure and learning objectives, to promote resource reuse and remixing. Several later MOOCs used a closed license for their subject matter while maintaining free access for students.
Video Massive open online course
History
Precursors
Prior to the Digital Age, distance learning emerged in the form of correspondence courses in the 1890s of the 1920s and then broadcast radio and television courses and early forms of e-learning. Usually less than five percent of students will complete the course. The 2000s underwent changes in online, or e-learning and distance education, with increased online presence, open learning opportunities, and the development of MOOCs. In 2010, the hearing for the most popular college programs such as "Justice" with Michael J. Sandel and "Human Anatomy" with Marian Diamond reached millions.
Initial approach
MOOC first emerged from the movement of open educational resources (OER). The term MOOC was created in 2008 by Dave Cormier of Prince Edward Island University in response to a course called Connectivism and Connective Knowledge (also known as CCK08 ). CCK08, led by George Siemens of Athabasca University and Stephen Downes of the National Research Council, comprises 25 students paying tuition fees at Advanced Education at the University of Manitoba, as well as over 2200 online students from the general public who pay nothing.. All course content is available via RSS feeds, and online students can participate through collaborative tools, including blog posts, threaded discussions in Moodle, and Second Life meetings. Stephen Downes considers this so-called cMOOC more "creative and dynamic" than the current xMOOCs, which he believes "resembles a television show or digital textbook."
Other CMOOCs are then developed; for example, Jim Groom of The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted the MOOC through several universities starting with the MOOC 'Digital Storytelling' (ds106) of 2011. MOOC from a non-profit private institution emphasizes members leading faculty and expanding existing distance learning offerings (for example, podcasts) into free and open online courses.
Along with the development of this open course, other E-learning platforms emerge - such as Khan Academy, Peer-to-Peer University (P2PU), Udemy, and ALISON - which are seen as similar to MOOCs and work outside the university system or emphasize individual lessons self.
cMOOCs and xMOOCs
When the MOOC has evolved, there appear to be two distinct types: those that emphasize connectivist philosophy, and that resemble more traditional programs. To distinguish the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".
cMOOCs is based on the principles of pedagogy connectivist which shows that the material should be aggregated (rather than pre-selected), can be repeated , can be redesigned , and advanced meals (ie developing materials should be targeted at future learning). The instructional design approach cMOOC seeks to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing the collaborative development of the MOOC. Andrew Ravenscroft of London Metropolitan University claims that the MOOC connectivist is more supportive of collaborative dialogue and knowledge building.
xMOOCs has a much more traditional course structure with a clear syllabus of lecture notes and self-test questions. They use the original MOOC element, but, in essence, a branded IT platform that offers content distribution partnerships to agencies. Instructors are knowledge providers who are experts, and student interactions are usually limited to asking for help and advising one another at difficult points.
Maps Massive open online course
The emergence of MOOC providers
According to The New York Times , 2012 is the "year of the MOOC" as some well-funded providers, linked to top universities, appear, including Coursera, Udacity, and edX.
During a presentation at SXSWedu in early 2013, CEO Instructor Josh Coates suggested that the MOOC was at the center of the sensation cycle, in the hope of experiencing wild changes. Dennis Yang, president of MOOC provider Udemy, then makes a point in the article for Huffington Post.
Many universities are rushing to join the "next big thing", as do more-established online education service providers such as Blackboard Inc., in what is called "stamping." Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with major American MOOC providers. In early 2013, questions arose about whether the academics were "MOOC'd out." This trend was later confirmed in the ongoing analysis.
The industry has an unusual structure, consisting of related groups including providers of MOOC, a larger nonprofit sector, universities, related companies, and venture capitalists. The Chronicle of Higher Education enrolls major providers as nonprofit and edx Khan Academy, and Udacity and Coursera are profitable.
Larger nonprofit organizations including Bill & amp; The Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, University of Pennsylvania, Caltech, University of Texas at Austin, University of California at Berkeley, and San Jose State University. Associated companies that invest in MOOCs include Google and Pearson PLC education publishers. Venture capitalists include Kleiner Perkins Caufield & amp; Byers, New Companies Association and Andreessen Horowitz.
In the fall of 2011 Stanford University launched three courses. The first of the courses was Introduction Into AI , launched by Sebastian Thrun and Peter Norvig. Registration quickly reached 160,000 students. The announcement was followed in a few weeks by the launch of two MOOCs, by Andrew Ng and Jennifer Widom. Following the publication and high enrollment of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera. Coursera then announced a university partnership with University of Pennsylvania, Princeton University, Stanford University and The University of Michigan.
In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013, the company announced its first MOOC-based master's degree, a collaboration between Udacity, AT & amp; T and the Georgia Institute of Technology, at a cost of $ 7,000, a fraction of the normal tuition fee.
Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx. The inaugural course, 6.002x, was launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative later added the University of Texas System, Wellesley College and Georgetown University.
In September 2013, edX announced a partnership with Google to develop MOOC.org, a site for non-xConsortium groups to create and organize courses. Google will work on developing core platforms with edX partners. In addition, Google and edX will collaborate in research on how students learn and how technology can change learning and teaching. MOOC.org will adopt Google's infrastructure. Tsinghua University MOOC Platform China XuetangX.com (launched in October 2013) uses the Open edX platform.
Prior to 2013, each MOOC tended to develop its own delivery platform. EdX in April 2013 joined Stanford University, which previously had its own platform called Class2Go, to work on the XBlock SDK, a shared open-source platform. It is publicly available under the Affero GPL open source license, which requires that all fixes on the platform be posted publicly and provided with the same license. Stanford Vice Chancellor John Mitchell said that the goal is to provide "online Linux learning." It's not like companies like Coursera who have developed their own platform.
Until November 2013, EdX offers 94 courses from 29 institutions worldwide. During the first 13 months of operation (ending March 2013), Coursera offers approximately 325 courses, with 30% in science, 28% in arts and humanity, 23% in information technology, 13% in business and 6% in math. Udacity offers 26 courses. The number of courses offered has increased dramatically: Since January 2016, Edx offers 820 courses, Coursera offers 1580 courses and Udacity offers over 120 courses. According to FutureLearn, British Council's Understanding IELTS: Techniques for Test English have registration of over 440,000 students.
In France, OpenClassrooms, which has been offering online tutorials in IT and programming languages ​​since 1999, started producing MOOCs in 2012. It now offers more than 1000 programs, focusing on technology and digital skills, mainly in French but also in languages English and Spanish, produced at home, or in partnership with universities and companies.
Leading providers
Emergence of innovative courses
Early CMOOCs such as CCK08 and ds106 use innovative pedagogy, with distributed learning materials rather than video-lecture formats, and focus on education and learning, and their respective digital storytelling.
Following the launch of three stanford xMOOCs in 2011, including Introduction Into AI , launched by Sebastian Thrun and Peter Norvig a number of other innovative programs have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges. In February 2013, dozens of universities have been affiliated with the MOOC, including many international agencies. In addition, some organizations operate their own MOOC - including Google Power Search.
A variety of courses have emerged; "There is a real question whether this will work for the humanities and the social sciences", Ng said. However, psychology and philosophy programs are among the most popular Coursera. Student feedback and completion rates indicate that they are equally successful with mathematics and science subjects even though the corresponding rate of completion is lower.
In January 2012, the University of Helsinki launched the Finnish MOOC in programming. MOOCs are used as a way to offer high school opportunities to provide programming courses for their students, even if no local venue or faculty can arrange such courses exist. This course has been offered repeatedly, and the best performing students are accepted into the BSc and MSc programs in Computer Science at the University of Helsinki. At a meeting at E-Learning and MOOCs, Jaakko Kurhila, Head of studies for the University of Helsinki, Department of Computer Science, claims that to date, there have been over 8000 participants in their MOOC altogether.
On June 18, 2012, Ali Lemus from Galileo University launched the first Latin American MOOC entitled "Desarrollando Aplicaciones the iPhone y iPad" This MOOC is a Spanish remix of the famous "CS 193P iPhone Application Development" Stanford University and has 5,380 registered students. The technology used to organize MOOCs is the project-based Galileo Educational System (GES) platform.
"Gender Through Comic Books" is a course taught by Ball State University's Christina Blanch on the Canvas Network Instructor, a MOOC platform launched in November 2012. The course uses examples from comic books to teach academic concepts about gender and perceptions.
In November 2012, the University of Miami launched its first middle school MOOC as part of Global Academy, its online high school. This course is available for high school students preparing for SAT Subject Tests in biology.
During the spring semester 2013, Cathy Davidson and Dan Ariely teach the "End of Surprises: Social Sciences and Literature" SPOC courses taught directly at Duke University as well as MOOC, with students from Duke running online discussions.
In the summer of 2013 England, Physiopedia held their first MOOC on Professional Ethics in collaboration with Western Cape University in South Africa. This is followed by a second course in 2014, Spinal Injury Spine Physiotherapy Management, which is accredited by the World Confederation of Physical Therapy and attracts about 4000 participants with a 40% completion rate. Physiopedia is the first provider of physiotherapy/MOOC physical therapy, accessible to participants worldwide.
In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia. MOOC data science begins in May 2013.
In May 2013 Coursera announced a free e-book for several programs in partnership with Chegg, an online textbook rental company. Students will use the Chegg e-reader, which restricts copying and printing and can only use books when enrolled in the class.
In June 2013, the University of North Carolina at Chapel Hill launched Skynet University, which offers MOOCs on preliminary astronomy. Participants gain access to a global network of robot telescopes, universities, including the Chilean Andes and Australia.
In July 2013, the University of Tasmania launched Understanding Dementia , the world's first MOOC Dementia. With one of the highest rates of completion in the world (39%), the course is recognized in the journal Nature.
Startup Veduca launches the first MOOC in Brazil, in partnership with SÃÆ' £ o Paulo University in June 2013. The first two courses are Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and Andrà © Leme Fleury. In the first two weeks after launching at the University of São Paulo's Polytechnic School, more than 10,000 students enrolled.
Startup Wedubox (Finalist at MassChallenge 2013) launched the first MOOC in finance and the third MOOC in Latam, MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and capital cost" that reached 2,500 students in December 2013 for just 2 months after launch.
In the fall of 2014, Georgia Institute of Technology launched the first large-scale online ($ 5000) in computer science for $ 7000 by partnering with Udacity and AT & amp; T.
In September 2014, a high street retailer, Marks & amp; Spencer partnered with the University of Leeds to build a MOOC business course "that will use case studies from Corporate Archives with research from the University to show how innovation and people are the key to business success.The course will be offered by the UK-based MOOC platform, FutureLearn.
On March 16, 2015, University of Cape Town launched its first MOOC, Medicine and Arts at the British-led platform, Futurelearn.
In July 2015, OpenClassrooms, along with IESA Multimedia, launched the first MOOC-based Bachelor Degree in multimedia project management, recognized by the French state.
In January 2018, Brown University opened the first "game-ified" course at Edx. Entitled Fantastic Places, Inhuman Man: Exploring Humanity Through Literature by Professor James Egan. It features storylines and plots to help Leila, a lost man who roams in a different world, where a learner must play mini games to progress through the course.
Pacific Open Learning Health Net, established by WHO in 2003, developed an online learning platform in 2004-5 to continue the development of healthcare professionals. The course was originally delivered by Moodle, but looks more like any other MOOC in 2012.
Student experience and pedagogy
Student serving
As of June 2012, over 1.5 million people signed up for classes through Coursera, Udacity, or edX. By 2013, the range of students enrolled appears to be broad, diverse and non-traditional, but concentrated among English speakers in rich countries. In March 2013, Coursera itself has enrolled some 2.8 million students. In October 2013, the enrollment of Coursera continued to surge, exceeding 5 million, while edX independently reached 1.3 million.
A course called "the first MOOC in Asia" given by the University of Science and Technology of Hong Kong through Coursera starting April 2013 recorded 17,000 students. About 60% comes from "rich countries" with much of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students are enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been hindered by Chinese government policies.
Koller stated in May 2013 that the majority of people who take Coursera courses have received a bachelor's degree.
According to Stanford University study of the more common group of "active learners" - anyone who participates outside just register - found that 64% of middle school active students are male and 88% are male for undergraduate and postgraduate programs.
A study from Stanford University's Learning Analytics group identified four types of students: the auditor, who watched the video throughout the course, but took several quizzes or examinations; appendages, who see most of the lectures and take part in most of the judgments; uninvolved learners who quickly leave the classroom; and sampling learners, who may only occasionally watch lectures. They identify the following percentages in each group:
Jonathan Haber focuses on questions about what students are learning and student demographics. About half the students who take US courses come from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. The lecture video followed by multiple choice questions can be a challenge as it is often the "right question." Paradoxically smaller discussion boards offer the best conversation. Larger discussions can be "really, really wise and totally misdirected", with long discussions being a repetition or "the same stale left/right debate."
MIT and Stanford University offer early MOOCs in Computer Science and Electrical Engineering. Because the engineering course requires a prerequisite so that at the beginning of the top level technical courses almost none of the MOOC lists. Now some universities present advanced degree and engineering programs.
Teacher experience
In 2013, the Chronicle of Higher Education surveyed 103 professors who have taught MOOCs. "Usually a professor spends more than 100 hours in his MOOC before starting, by recording video lectures online and making other preparations", although some pre-class preparation instructors are "a few hours." The professors then spend 8-10 hours per week in the field, including participation in discussion forums.
The median are: 33,000 students enroll; 2,600 passing; and 1 assistant teacher who helps the class. 74% of classes use automatic gradation, and 34% use peer ratings. 97% of instructors use original videos, 75% use open educational resources and 27% use other resources. 9% of the class needs a physical textbook and 5% need an e-book.
Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists, and platform specialists. Georgia Tech's Professor Karen Head reports that 19 people work in their MOOC and more are needed. Platforms have availability requirements similar to content/media sharing websites, due to the large number of registrants. MOOCs typically use cloud computing and are often created with authoring systems. The authoring tool for making MOOCs is a special package of educational software such as Elicitus, IMC Content Studio and Lectora that are easy to use and support e-learning standards such as SCORM and AICC.
Completion rate
Regardless of their potential to support learning and education, MOOCs have a major concern regarding dropout rates and of course dropout. Although the number of learners who enroll in the course tends to be in the range of thousands, only a small percentage of the registered learners complete the course. According to visualization and analysis conducted by Katy Jordan (2015), the MOOC under study has a typical registration of 25,000, even though registration has reached values ​​up to ~ 230,000. Jordan reported that the average completion rate for such MOOCs is about 15%. Initial data from Coursera showed a settlement rate of 7% -9%. Coffrin et al. (2012) reported even lower settlement rates (between 3 and 5%), while they said there was a consistent and noticeable decrease in the number of students who participated in the course each week. The others also show a similar degree of reduction to Coffrin. One example is the Bioelectricity course in the fall of 2012 at Duke University, where 12,725 students are enrolled, but only 7,761 have watched videos, 3,658 tried quizzes, 345 attempted final exams, and 313 graduates, got certificate. Students pay $ 50 for a feature (designed to prevent cheating in exams) have a settlement rate of about 70%. The et al. (2013) states that although there are mostly students who drop out early for various reasons, there is a significant proportion of students who remain in the course and drop out later, thus causing friction to occur over time.
Before analyzing several factors related to dropout rates and drop out courses, one important thing to remember is that the average completion rate for MOOCs is not a good indicator. The completion rate can not reflect the overall view of each student because different students have different goals. For example, KheFoon Hew (2016) suggests that some students take part in the MOOC only for interest or finding extrinsic value of course. They cancel the course if the course can not meet their goals. However, the completion rate is objective enough to reflect student involvement.
Many studies have investigated why students quit the MOOC course or what factors may contribute to their drop out. For example, RosÃÆ'Ã… © et al. (2014) investigates how three social factors make predictions about student attrition, for students participating in a course discussion forum. The authors found that students who functioned as authorities in the community seemed more committed to the community and thus less likely to quit the course. In addition, students who actively participated in the course since the first week were 35% less likely to quit the course, compared with the median population. Finally, the analysis of the patterns of attrition in the sub-communities shows that the attrition is related to the involvement of certain students with each other. One interpretation of these findings according to RosÃÆ' Â © et al. (2014) is that when participating in MOOCs, students create advanced virtual cohorts and engage with the material in a similar way. Thus, if students start dropping out, then it can cause other students to drop out because they may see the environment as less supportive or involved without their peers.
Another study focused on exploring how self-regulated motivation and learning can be attributed to breaking up of MOOCs and atrition. Carson (2002) investigates the characteristics of self-learning in grade 8-12 students who take online courses through online programs across the state. Two hypotheses explored by the research are whether there are different classes (categories) of self-regulated students and if membership in these classes is associated with steps such as completion of a significantly different online course, an online end grade, or GPA. The results show that there are different latent classes of self-learning in the online student population, defined as high independent, moderate, and low self-sufficient learning. In addition, the results support the hypothesis that there is a relationship between self-learning classes owned by students with very different course completion rates or course attainments (course achievement measured by completion of online courses, online grade end only and cumulative GPA). In other words, the completion of the course and self-study of students were found to be significantly related.
One online survey published a list of the "top ten" reasons for getting out of the MOOC. The list involves reasons such as courses that require too much time, or are too difficult or too basic. The reasons related to poor course design include "college fatigue" from courses that are just video lectures, lack of proper introduction to technology and format only, clumsy technology and abuse on discussion boards. Hidden costs are cited, including necessary readings of expensive textbooks written by instructors that also significantly restrict students' access to learning materials. Other non-completers "only shop" when they sign up, or participate for knowledge rather than credentials. Other reasons for poor completion rates include workload, length and difficulty of the course. In addition, some participants participated peripherally ("lurking"). For example, one of the first MOOCs in 2008 had 2200 registered members, 150 of whom actively interacted at various times.
In addition to these factors leading to low completion rates in MOOCs, inequality in receiving knowledge influenced by different characters of individuals also has a major influence on the consequences of the degree of completion. Actually, MOOC is not fair as we expected. Russian researchers, Semenova, T.V. and Rudakova, L.M (2016), suggest that MOOCs are designed to reduce unequal access to knowledge, but that does not mean that every individual can enjoy equal equality in the course completion level. From their research, there are three main factors causing inequality, ie education level, MOOC experience and gender. Surveys show that 18% of high education students complete the course while only 3% of students are fully educated. To be more visualized, 84-88% of students who have completed the course are higher education. What's more, among students who have completed the course, 65-80% of students have at least one experience using online learning platforms compared to 6-31% of students who have no experience. Sex also affects completion rates, in general, 6% -7% more men than women complete the course because women should be doing households in many countries, distracting women in learning.
The effectiveness of MOOCs is an open question because the completion rate is substantially less than traditional online education courses. Alraimi et al. (2015) explain in their research model a substantial percentage of variance for the intention to continue using MOOCs, which are significantly influenced by perceived reputation, perceived openness, perceived usefulness, and perceived user satisfaction. The perceived reputation and perception of openness are the strongest predictors and have never been tested in the context of MOOCs
But research shows that the completion rate is not the right metric for measuring the success of MOOCs. Alternative metrics are proposed to measure the effectiveness of MOOC and online learning.
Instructional Design
Many MOOCs use video lectures, using old teaching forms (teaching) using new technology. Thrun testified before the Presidential Advisory Board on Science and Technology (PCAST) that the MOOC "course" was designed to be a challenge, not a lecture, and the amount of data generated from this assessment could be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, eliminates the 'guiding wisdom wisdom' guiding teachers and student outcomes, and replaces it with an evidence-based 'data-driven' education methodology that may be the instrument responsible for 'fundamental transformation of education' itself ".
Some people see videos and other material produced by MOOC as a subsequent textbook form. "MOOC is a new textbook", according to David Finegold of Rutgers University. A study of edX student habits found that students who obtained the certificate generally stopped watching videos longer than 6 to 9 minutes. They see the first 4.4 minutes (median) videos of 12 to 15 minutes. Some traditional schools combine online and offline learning, sometimes called reversed classrooms. Students watch online lectures at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that combining content from online courses into college-based courses for credit increased graduation rates by up to 91% from as low as 55% without online components. "We do not recommend choosing an online experience alone for a mixed learning experience", says Coursera Andrew Ng.
Due to large-scale registration, MOOCs require instructional design that facilitates large scale feedback and interaction. Two basic approaches are:
- Group friends and collaborations
- Automatic feedback through objective online assessment, for example, quizzes and exams A written task assessment engine is also underway.
The so-called MOOCs connectivist depends on the previous approach; MOOC broadcasts rely more on the latter. This marks a key difference between cMOOCs where 'C' stands for 'connectivist', and xMOOCs where x stands for extended (as in TEDx, edX) and states that MOOC is designed to be an addition to another (university as an example).
Assessment can be the hardest activity to do online, and online assessment can be very different from the brick-and-mortar version. Special attention has been devoted to educating and having an affair.
Peer reviews are often based on sample answers or rubrics, which guide class students how many points to give different answers. These rubrics can not be as complex as peer assessment as for the teaching assistant. Students are expected to learn through the judgment of others and become more involved with the course. Trials can be obtained at regional testing centers. Other methods, including "decent eavesdropping technology from C.I.A." allows testing at home or work, using a webcam, or monitoring mouse clicks and typing styles. Specific techniques such as adaptive tests can be used, where the tailor test itself is given the student's previous answers, providing easier or easier questions.
"The most important thing that helps students succeed in online courses is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University University Community Research Center. His research compared online and face-to-face learning in the study of students and community faculty in the states of Virginia and Washington. Among its findings: In Virginia, 32% of students failed or withdrew from online credit courses, compared with 19% for equivalent face-to-face courses.
Assigning a mentor to a student is another technique for improving interaction. In 2013 Harvard offers a popular class, Heroes of Ancient Greece , instructed by Gregory Nagy and taken by thousands of Harvard students over the past few decades. It appeals to alumni to volunteer as an online mentor and group discussion manager. About 10 former colleagues also volunteered. The volunteer task, which takes 3-5 hours per week, is to focus online classroom discussions. The edX course enrolled 27,000 students.
Research by Kop and Fournier is highlighted as a major challenge to the lack of social presence and the high degree of autonomy required. Techniques for maintaining relationships with students include adding audio comments to assignments instead of writing them, participating with students in discussion forums, asking short questions in the middle of a lecture, updating weekly videos about the course and sending congratulatory emails on previous achievements to students. which is slightly left behind. Grading by peer review has mixed results. In one instance, three colleagues assessed one task for each task they submitted. Assessment keys or rubrics tend to focus judgment, but are reluctant to write more creatively.
A. J. Jacobs in op-ed at the New York Times evaluated his experience in 11 MOOC classes as a whole as "B". He rated his professors as "B", though "some clunkers", even comparing them to pop stars and "A-list celebrity professor." Nevertheless, he assessed teacher-to-student interaction as "D" because there was almost no contact with the professor. The aspect of the highest ranked experience ("A") of Jacobs is the ability to watch videos anytime. Student-to-student interactions and assignments both receive "B-". Study groups that did not meet, trolls on message boards and relative lag of online vs. personal conversations downgraded it. Tasks include multiple quiz and exam options as well as essays and projects. He found a multiple choice of stress tests and essays that were assessed to be painfully stratified. He completed only 2 of the 11 classes.
Architecture information
When searching for the desired course, the course is usually organized by the "most popular" or "topical scheme". The courses planned for synchronous learning are structured as appropriate organizational schemes called chronological schemes, Courses planned for asynchronous learning are also presented as chronological schemes, but the order of information is studied as a hybrid scheme. In this way, it will be more difficult to understand the course content and solve it, as they are not based on existing mental models.
Industry
MOOCs are widely seen as a major part of the larger annoying innovations that occur in higher education. In particular, many of the services offered under the traditional university business model are predicted to be nonbinding and sold to students individually or in newly formed bundles. These services include research, curriculum design, content creation (such as textbooks), teaching, assessment and certification (such as degree granting) and student placement. MOOCs threaten existing business models with the potential to sell teaching, assessment, or placement separately from the current service pack.
President Barack Obama has mentioned recent developments, including online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, which could potentially reduce the cost of higher education.
James Mazoue, Online Program Director at Wayne State University explains one possible innovation:
The next interrogator is likely to mark the tipping point: a completely free online curriculum leading to a degree from an accredited institution. With this new business model, students may still have to pay to declare their credentials, but not for the process leading to their acquisition. If free access to the degree curriculum will occur, the business model of higher education will change dramatically and irreversibly.
But how universities will benefit by "giving away our products online for free" is unclear.
No one has a model that will work. I hope all current ventures fail, because expectations are too high. People think something will happen like fire. But chances are, maybe a decade later someone knows how to do it and make money.
The principle of openness informs the creation, structure, and operation of MOOCs. The extent to which Open Design practice in educational technology is applied varies.
Cost opportunities
In the freemium business model, the basic product - the course content - is provided free of charge. "Charging for content will be a tragedy," said Andrew Ng. But "premium" services such as certification or placement will be charged - but financial assistance is provided in some cases.
Course developers may charge a license fee for educational institutions that use the materials. Introductory courses or "gates" and some remedial courses can cost the most. Free introductory courses can attract new students to attend cost-charging classes. The course is mixed with additional MOOC material with face-to-face instruction. The provider may charge a fee to the employer to recruit his or her students. Students may pay for a proctored exam to earn transfer credits at a university degree awarded, or for a completion certificate. Udemy allows teachers to sell online courses, with course creators saving 70-85% of the proceeds and intellectual property rights.
Coursera found that students who paid $ 30 to $ 90 were substantially more likely to complete the course. The fee is ostensibly for the company's identity verification program, which confirms that they take and pass the course.
In February 2013, the American Council on Education (ACE) recommended that its members provide credit transfers from several MOOC courses, although even universities that run courses say they will not. The University of Wisconsin offers a range of competent undergraduate and master degrees from Fall 2013, the first state university to do so on a broad-based system. The University encourages students to take online courses such as MOOC and complete assessment tests at the university to receive credit. In 2013 some students have signed up for college credit for the MOOC class. The Colorado State University-Global campus did not receive applications in the year after they offered the option.
The Academic Partnership is a company that helps state universities move their programs online. According to its chairman, Randy Best, "We started, frankly, as a campaign to increase enrollment, but 72 to 84 percent of those who took the first course went back and paid for a second course."
Although Coursera takes a bigger chunk of every income generated - but does not require a minimum payment - no-profit edx has the minimum required payment from the course provider, but it takes a smaller slice of each revenue, related to the amount of support required for each courses.
Benefits
Improving access to Higher Education
MOOC is considered by many as an important tool for expanding access to Higher Education (HE) for millions of people, including in developing countries, and ultimately improving their quality of life. MOOCs can be considered to contribute to the democratization of HE, not only locally or regionally but also globally. MOOC can help democratize content and make knowledge accessible to everyone. Students can access the full course offered by universities around the world, something that was previously unattainable. With the availability of affordable technology, MOOCs enhance access to a number of outstanding courses offered by world-renowned institutions and teachers.
Providing an affordable alternative to formal education
Tertiary education costs continue to increase as institutions tend to bundle too many services. With MOOCs, some of these services can be transferred to other appropriate players in the public or private sector. MOOCs for a large number of participants, accessible to anyone on the go as long as they have an Internet connection, are open to everyone without entry qualification and offer complete/complete course experience online for free.
Sustainable Development Goals
MOOC can be seen as a form of open education offered free of charge through the online platform. The philosophy of (early) MOOCs is to open the Higher Education quality to a wider audience. Thus, MOOC is an important tool for achieving Goal 4 of Agenda 2030 for Sustainable Development.
Offer Flexible Learning Schedule
Certain lectures, videos, and tests via MOOC can be accessed at any time compared to scheduled class time. By allowing learners to complete their coursework on their own time, this gives the learners flexibility based on their own personal schedule.
Online Collaboration
The MOOC learning environment makes it easier for students around the world to work together in common goals. Rather than having to physically meet each other, online collaboration creates partnerships among learners. While time zones can affect hours communicated by participants, projects, tasks, and more can be completed to combine the skills and resources offered by different learners wherever they are.
Challenges and criticism
The MOOC guidelines suggest six possible challenges for cMOOC:
- Depending on user-generated content can create a chaotic learning environment
- Digital literacy is required to use online materials
- The time and effort required by the participants may exceed what the student is willing to commit to a free online course
- After the course has been released, the content will be reshaped and reinterpreted by a very large student body, making the training paths difficult for instructors to control
- Participants must self-organize and set their own goals
- Language barriers and translations
The general challenge in the development of effective MOOCs is accompanied by criticism by journalists and academics.
Robert Zemsky (2014) argued that they had crossed their peak: "They came, they conquered very little, and now they are facing a far-reaching prospect." Others have shown reactions that arise from a small level of completion.
There is a dispute that the "territorial" dimension of the MOOC has received inadequate discussion or analysis supported data, namely: 1. the actual geographic diversity of enrolling in/completing the course; 2. the implications of the scaling of cross country border courses, and potential difficulties with the relevance and transfer of knowledge; and 3. the need for area-specific study of locally relevant problems and needs.
Other features associated with early MOOCs, such as open content licensing, open structure, and learning objectives, and community-centered, may not be present in all MOOC projects.
The effect on the structure of higher education is regrettably for example by Moshe Y. Vardi, who found "the absence of serious pedagogy in the MOOC", and indeed in all higher education. He criticized the format of "short, unsophisticated video cuts, interspersed with online quizzes, and accompanied by social networking." The underlying reason is a simple cost-cutting pressure, which can disrupt the higher education industry.
The predicted changes of the MOOC resulted in objections in some circles. The philosophy faculty of San Jose State University wrote in an open letter to Harvard University professors and MOOC teacher Michael Sandel:
If a program designed for all designed by vendors is designed to be the norm, we worry that two university classes will be created: one, a well-funded college and university where special students get their own professors; the other, financially and privately held private universities where students watch a bunch of video-taped lectures.
Cary Nelson, former chair of the American Association of University Professors stated that MOOC is not a reliable means of providing credentials, stating that "It's okay to put online lectures, but this plan only lowers the program if it plans to replace it." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Teachers Federation expressed concern that "These students are unlikely to succeed without a strong and sequential academic program structure."
With 60% majority, Amherst College faculty refuse the opportunity to work with edX based on perceived mismatches with seminar style classes and personalized feedback. Some are concerned about issues such as the "information giving" teaching model followed by the exam, the use of multiple choice exams and peer-grading. The Duke University faculty takes the same attitude in spring 2013. The influence of the MOOC on second- and third-tier institutions and creating a professorial "star system" is among other concerns.
There is at least one alternative to MOOCs advocating: Distributed open collaborative courses (DOCC) challenge the role of instructor, hierarchy, money and massive. The DOCC recognizes that the pursuit of knowledge can be achieved better by not using a single centralized syllabus, a skill that is distributed to all participants and not just staying with one or two individuals.
Another alternative to MOOCs is the Fast Online Course (SPOC) that provides high level of flexibility. Students can decide on their own steps and with which session they want to start their studies. According to a report by the founder of Dhawal Shah Class Center, more than 800 self-paced courses are available by 2015.
Although the goal of MOOCs is to educate more people, recent critics include accessibility and a Westernized curriculum that leads to failure to reach the same audience marginalized by traditional methods.
MOOCs have been criticized for their lack of academic scrutiny and the monetization strategies adopted by providers. In MOOCs:? A University Qualifiers in 24 Hours Michael Shea writes "By offering courses that are almost impossible to fail and charging up front costs for valuable certificates, Coursera only runs a high-tech version of the type of fraud that has been run by college correspondence for decades. "
English Experience Learners (ELLs) in MOOCs
The language of instruction is one of the main obstacles facing ELL in MOOCs. In recent estimates, almost 75% of the MOOC courses are presented in English, but native English speakers are a minority among the world's population. This problem is mediated by the increasing popularity of English as a global language, and therefore has more second language speakers than any other language in the world. This barrier has encouraged other MOOC content and stakeholder developers to develop content in other popular languages ​​to improve MOOC access. However, research suggests that some ELLs prefer to take MOOCs in English, despite the language challenges, as they promote their goals of economic, social, and geographic mobility. It emphasizes the need to not only provide MOOC content in other languages, but also to develop English interventions for ELL who participate in English MOOCs.
Areas that specifically ELL are struggling with in British MOOCs include MOOC content without appropriate visual support materials (eg, instructors who tell you instructions without background text support), or their hesitation to participate in MOOC discussion forums. Active participation in MOOC discussion forums has been found to increase student grades, their involvement, and lead to lower drop out rates, however, ELL is more likely to be an audience rather than an active contributor to the discussion forum.
Researching research shows "a complex mix of affective, socio-cultural, and educational factors" which is an obstacle to their active participation in discussion forums. As expected, English as the language of communication poses linguistic and cultural challenges for ELL, and they may not be confident in their English communication skills. Discussion forums can also be an uncomfortable means of communication especially for the ELL of the Confucian culture, where the arguments and arguments of one of the points are often viewed as confrontational, and harmony is promoted. Therefore, while ELL can be considered not interested in participating, research shows that they do not show the same doubt in face-to-face discourse. Finally, ELL may come from a high-power distance culture, where teachers are considered authority figures, and the culture of conversation between teachers and students is not a cultural norm. As a result, discussion forums with the active participation of instructors can cause discomfort and prevent participation for students from that culture.
See also
- MOOC Language
- Results-based education
- OpenCourseWare
- The Saylor Foundation
- Small private online course
- Qualification template for online learning
- Open educational resources in Canada
Source
Ã, This article incorporates text from free content works. Licensed under the CC-BY-SA IGO 3.0 licensing license: Making Sense MOOCs: A Guide for Policymakers in Developing Countries , 17-18, 21-22, 24, Patru, Mariana; Balaji, Venkataraman, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see Wikipedia: Added open license text to Wikipedia. For information on reusing text from Wikipedia, please see the terms of use.
References
Further reading
- Walsh, Taylor (2011). Opening the Gate: How and Why Leads the University Opens Access to Their Course . Princeton University Press. ISBN: 978-0-691-14874-8. Ã,
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