Alternative Models of MOOCs

Schroeder, Ray; Cook, Vickie; Levin, Carrie A.; Gribbins, Michele L.

doi:10.4324/9781315751108-32

Cited by 3 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At the other extreme, refresher credentialing is sometimes expected of the employees, even for keeping their current jobs! Some argue that, given the ephemerality, transience, and commercial nature of skills being imparted, it may be prudent for universities to stay away from this (Schroeder et al 2015). The counter question is, have not our universities already moved in that direction-by offering specialized degree programs in technologies that are blips and behavioral solutions that are fads?…”

Section: The Case For Micro-credentialsmentioning

confidence: 99%

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

George

2022

JRFM

View full text Add to dashboard Cite

show abstract

Section: The Case For Micro-credentialsmentioning

confidence: 99%

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

George

2022

JRFM

View full text Add to dashboard Cite

show abstract

“…In fact, Open Education in general and MOOCs in particular permit the formation of a large number of workers, whilst optimising time and costs with respect to traditional training in attendance (Schroeder et al, 2015).…”

Section: Moocs and Education Opportunities In Companiesmentioning

confidence: 99%

“…In this way, education that satisfies varying needs can be implemented with the possibility of undertaking modular and flexible learning according to varying study times, facilitating the use thereof by its workers and thereby increasing work satisfaction. The possibility of accessing educational resources at any time, even after courses have closed, permits employees to maintain the competence and knowledge that is useful in facing variable working contexts (Schroeder et al, 2015).…”

Section: Moocs and Education Opportunities In Companiesmentioning

confidence: 99%

“…Therefore an increase in the number of MOOCs for certified formation connected to working activities and more and more companies creating and using them, can be observed. Some authors state that all this could strongly modify professional formation, breaking up institutions, programmes and the traditional experiences of tertiary education (Schroeder et al, 2015).…”

Section: Moocs and Education Opportunities In Companiesmentioning

confidence: 99%

See 1 more Smart Citation

MOOCs: the New Educational Frontier of the 21^st Century

Calvo¹

2018

Journal of Intercultural Management

View full text Add to dashboard Cite

Objective: Over and above being widespread in various sectors of the economy and fi-nance, the uncontrollable expansion of digital technology is also conquering areas reserved for education and training, going beyond the traditional models of demand / supply, frontal and long distance lectures. The article aims to analyse the phenomenon of MOOCs (Massive Open Online Courses) and how, together with new trends in the context of digital teaching, they can represent an incentive for universities to reflect on the changes that are taking place in educational policies and in academic culture, possibly re-evaluating their mission with the aim of improving the quality of content and learning experiences. Methodology: Through the study of various experiences and publications. Findings: Since their appearance, MOOCs have generated a huge interest in the field of higher education, establishing themselves more and more worldwide as an important online training system, aimed at a large number of users. Value Added: The MOOCs can represent valid support for training in companies and lastly they can represent a valid means of allowing access to education in developing countries. Recommendations: The article suggests how the development of MOOCs, through distance learning, flexible and open, is a great opportunity both for mature knowledge-based societies and for developing countries.

show abstract

“…In addition, there is little empirical evidence on the effectiveness and acceptance of corporate MOOCs [30][31]. For example, according to the literature, only the following organizations, which are currently used to train staff, apply MOOCs: Axis Bank organization (that uses MOOCs to increase turnover rates and attract top talents), Microsoft organization (to improve the participants' performance to present sales programs), Tanaris Organization (to boost the internal capacity of the organization for staff training, and to acquire a positive brand and get out of dependence on academic institutions), and large companies, such as SAP [32], McAfee [33], Adidas [34], L'Oréal, Cosmetic [35]. Even in some further studies, employees are skeptical about the value and validity of certificates [36].…”

Section: Introductionmentioning

confidence: 99%

Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations

Hafshejani¹,

Zeinalipour²,

Ebner³

et al. 2023

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The purpose of this study is to identify the essentials of corporate MOOCs' application to the leading organizations. This basic research was conducted using a qualitative research synthesis technique. The statistical population includes documents retrieved by searching the Persian and Latin web databases (n=165) using a criterion sampling method (2013- 2020). A total of 73 sources were selected. Theoretical saturation of themes was reached by the 48th sample. In order to collect data, the library research method was used. The collected data were then analyzed using a thematic analysis technique. Finally, to validate the proposed model, a total of 6 experts in different fields were selected using a purposive sampling method, and they approved the final model after modifications. Based on the research findings, the essentials identified include: the main personal, educational, and organizational themes. Clarification of the logic behind and reason for learning is among essentials in designing and formulating any learning from virtual training (e-learning). This is of paramount importance, especially in learning based on corporate MOOCs as an innovation and transformation towards training and improving human resources. This logic prevents the possible resistance of managers and officials, and even the organizations and corporations' staff themselves to learning using corporate MOOCs.

show abstract

Alternative Models of MOOCs

Cited by 3 publications

References 0 publications

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

MOOCs: the New Educational Frontier of the 21^st Century

Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations

Contact Info

Product

Resources

About

Alternative Models of MOOCs

Cited by 3 publications

References 0 publications

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

Mega Universities, Nanodegrees, and the Digital Disruption in Higher Education

MOOCs: the New Educational Frontier of the 21st Century

Identifying the Essentials of Corporate MOOCs’ Application to the Leading Organizations

Contact Info

Product

Resources

About

MOOCs: the New Educational Frontier of the 21^st Century