A Khan Framework-Based Approach to Successful MOOCs Integration in the Academic Context

Abstract

Massive open online courses (MOOCs) expansion encounter many challenges related to different aspects, from learner’s perspective to teacher’s perspective, to technological aspects. Previous studies demonstrated the prevailing challenges pertaining to Academic contexts using both qualitative analysis and quantitative analysis of different samples from different countries. In our study, we have tried to look at practices from all over the world regarding MOOCs implementation, we presented a summary of the major challenges of MOOCs as well as their strengths vis as vis the open education in both general and academic contexts. Following the steps of Khan’s framework for online learning, our ultimate objective was to come up with an approach that can bridge the challenges that hinder current effective delivery of MOOCs and calls for metrics that respect the results of previous work in the implementation of blended learning in the Academic context.

The Online Course as Initial Stage of a Course in Higher Education: Implementation and Evaluation of the Pre-MOOC Concept in a Technical Degree Course

“…When developing an own MOOC, which is part of the core mission of universities in our educational system, it may make additional teaching materials of a university available to the public. And of course, we would be happy to support similar projects of other researchers with our preliminary insights [17,18,19].…”

Efficiency of Outsourcing and Outstaffing Mechanisms Based on MOOCs in the Market of Entrepreneurial Education Services

“…Partner educational institutions, including those working on network and virtual business models, network structures and communities, including cooperation between universities and business, as well as industry enterprises, can act as sources of borrowing resources using online learning technologies [1,2,10]. Borrowed resources can be:…”

“…Outsourcing of auxiliary functions of an educational institution; the implementation of this direction of outsourcing does not fundamentally differ for organizations engaged in different types of activities; firstly, such outsourcing allows one to obtain economic benefits, and, secondly, to improve the quality of the educational process by concentrating the resources of the educational institution on it [11]; this direction is closely related to the concept of "lean" education, based on a constant desire to eliminate all types of waste [13]; in this article, the authors do not consider this direction of outsourcing 2. Educational outsourcing can also mean that an organization receives educational services for personnel based on outsourcing [14,15]; this direction of outsourcing is also not considered in this article, although it can be implemented by MOOC mechanisms [1,16] 3. Attraction of resources of third-party educational institutions for the organization of the educational process in new directions and specializations; this area is characterized not only by the involvement of third-party teaching staff (outstaffing), but also the acquisition of third-party training courses and programs from the best universities in a certain industry; this direction of outsourcing is considered in detail below and it is most fully implemented by means of MOOCs [10,17] 4.…”

“…The increased use of e-learning and online learning mechanisms is associated with the expansion of access to education in the world and the ability to model specific educational needs in accordance with the requirements of a particular user [1]. MOOCs are developed in university education as an addition to classroom courses as a tool for continuous learning and in the form of specialized additional courses that allow one to acquire additional skills and knowledge outside the scope of the main specialty [2].…”

“…Outsourcing approaches are widely used in entrepreneurial education. They are based on either the online learning and mobile learning mechanism used within the university or MOOCs [1]. Outsourcing in education implies not only the transfer of secondary functions to external contractors but also the transfer of the main function associated with the provision of educational services by an educational institution [12].…”