Massive Open Online Courses as an Augmentation of E-Learning: A Review

Abstract

Massive Open Online Courses (MOOCs) are considered as important trends in electroniclearning (e-learning) in higher education. Many universities offered MOOCs to any learners who preferlearning via the internet and benefiting from the offered courses online. Massive Open Online Courses areopen learning to anyone to enrol and study and many offered courses are free which do not require payingfees. MOOCs are delivered as video-based content via the internet offered by educational institutions anduniversities to many international learners. There is a lack of previous studies and scientific papers thatinvestigates the global role of MOOCs in e-learning. MOOCs has emerged due to learning theories relatedto learners whether individuals or networks of learners. Therefore, this paper reviews Massive Open OnlineCourses characteristics, it spread around the world, its practical implementation in e-learning LearningManagement Systems (LMS) and its theoretical contributing roles to enhance e-learning through its rolesin promoting e-learning theories.

Aligning online and remote coaching with the digital age: Novel perspectives for an emerging field of research and practice

“…To advance expressions of New Materialism, we suggest a philosophical approach that could further our understanding of intra-action with technology in coachingthat is, the theory of Connectivism. 25,26 A rationale for connectivism Connectivism has been described as a learning theory, [61][62][63] an adaption to previous learning theories, 64 a pedagogy, [65][66][67] and a philosophy. 68,69 Previous research has underscored the usefulness of Connectivism as a theory to enhance online learning, 70 while more recent scholarship posited Connectivism as a pathway for pandemic-driven education.…”

“…Connectivism has been described as a learning theory, 61–63 an adaption to previous learning theories, 64 a pedagogy, 65–67 and a philosophy. 68,69 Previous research has underscored the usefulness of Connectivism as a theory to enhance online learning, 70 while more recent scholarship posited Connectivism as a pathway for pandemic-driven education.…”

Teaching Practical Research Data Management Skills through Online Training and Data Management Plan Creation

“…Enrolment figures in the USA for online courses have risen for the last 14 years (Seaman, Allen, & Seaman, 2018). Although MOOCs, Massively Open Online Courses, are the most widely discussed in the literature (De Freitas, Morgan, & Gibson, 2015;Kennedy, 2014;Kizilcec, Saltarelli, Reich, & Cohen, 2017;Littlejohn, Hood, Milligan, & Mustain, 2016;Mahmod, Ali, & Shah, 2018;Rodriguez, 2012), about 50% of learners who take online distance courses, also take non-distance courses from the same research organisation (Seaman et al, 2018).…”

“…Online courses fall into two main types, they either follow a connectivist approach which incorporates social aspects to the course and provides a more distributed approach (Kennedy, 2014;Mahmod et al, 2018;Siemens, 2005), or a cognitive-behaviourist approach, which maps more closely to traditional higher education pedagogy, often described as 'content based' or 'instructor centric' (Kennedy, 2014;Mahmod et al, 2018;Rodriguez, 2012).…”