MOOC rampant

Baggaley, Jon

doi:10.1080/01587919.2013.835768

Cited by 142 publications

(71 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although the media began to describe edX, Coursera and Udacity as MOOCs, they were in many ways different from the MOOC at the University of Manitoba. Commentators would later argue that the difference between them ran deeper and involved different learning philosophies, and they started to refer to the MOOCs established at Manitoba as "Connectivist MOOCs" or "cMOOCs" and to edX, Coursera and Udacity as "xMOOCs" (Baggaley, 2013). There have also been several attempts to challenge this restricted division of MOOCs into cMOOCs and xMOOCs (Conole, 2013;Gaebel, 2013).…”

Section: Do Moocs Follow a Global Or National Development Path(s)? Shmentioning

confidence: 99%

“…The term "MOOC" seems to have originated as a description of a course on "Connectivism and Connective Knowledge," taught in 2008 by two professors at the University of Manitoba, Canada (Young, 2013). Nonetheless, even if professors at the University of Manitoba might have founded the first official MOOC, it would be professors at American Ivy League universities that brought MOOCs into the limelight (Baggaley, 2013;Young, 2013). Although the media began to describe edX, Coursera and Udacity as MOOCs, they were in many ways different from the MOOC at the University of Manitoba.…”

Section: Do Moocs Follow a Global Or National Development Path(s)? Shmentioning

confidence: 99%

See 1 more Smart Citation

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Tømte

Fevolden

Aanstad

2017

IRRODL

View full text Add to dashboard Cite

We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.

show abstract

Section: Do Moocs Follow a Global Or National Development Path(s)? Shmentioning

confidence: 99%

Section: Do Moocs Follow a Global Or National Development Path(s)? Shmentioning

confidence: 99%

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Tømte

Fevolden

Aanstad

2017

IRRODL

View full text Add to dashboard Cite

show abstract

“…KAÇD'lerin KAÇD-e (xMOOC) ve KAÇD-b (cMOOC) şeklinde iki farklı türe sahiptir. Bu tür-lerden "KAÇD-b", öğrenciler ya da eğitimciler tarafından hazırlanan sistematik bir planı olmayan dersleri ifade ederken, "e" ise gelişmiş bir platformda müfredatı belirli, ders içeriğinin tasarımcılar tarafından düzenlendiği ölçme sistemi belirli dersler için kullanıl-maktadır (Baggaley, 2013). KAÇD'nin ilk şekli olarak "b" kabul edilmektedir.…”

unclassified

Medya Ve İleti̇şi̇m Eği̇ti̇mi̇nde Yeni̇ Nesi̇l Ki̇tlesel Açik Çevri̇mi̇çi̇ Dersleri̇n Anali̇zi̇: Temel Yetki̇nli̇kleri̇ Beli̇rlemeye Yöneli̇k Bi̇r Yaklaşim

Bakan¹,

Bakan²

2017

İstanbul Üniversitesi İletişim Fakültesi Dergisi | Istanbul University Faculty of Communication Journal

View full text Add to dashboard Cite

Öz Merrill'in (2002) temel beş öğretim prensiplerine (problem, aktivasyon, sunum, uygulama ve entegrasyon) Merrill's (2002) five first principles of instructional design (i.e., problems, activated, demonstrated, applied, integrated Dijital dünyanın bir sonucu olarak eğitim-öğretim kurumları fiziksel yapılarına ek olarak sanal kurumlar halinde de örgütlendikleri görülmektedir. Öğretim alanındaki bu belirgin değişim, iletişim teknolojilerindeki gelişmelere paralel olarak milyonlarca insana zaman ve mekândan bağımsız öğretim ortamlarından yararlanma şansı vermektedir. Belirli bir öğretim programında yer alan öğrencilerin yanı sıra, yaşam boyu öğrenme felsefesinin etkisiyle tüm dünyada eğitime sürekli bir talep ortaya çıkmaktadır. Öğretim alanındaki hareketlilik (mobility) anlayışının bir sonucu olarak sınırların ortadan kalmasıyla birlikte, öğretime yönelik talepler her geçen gün artmakta, buna karşılık mevcut öğretim alan ve yöntemlerin yetersiz kalması sonucu ileri teknolojinin bu alanda etkin şekilde kullanılma-sını zorunlu hale gelmiştir. Bu amaç doğrultusunda yapılan teknolojik uygulamalar, bilgi paylaşımını daha hızlı ve ekonomik olarak kullandırırken sanal ortamım sağladığı olanaklarla belirgin bir öğrenim kalitesi de sağlanabilmektedir. Elektronik öğretim (e-öğrenimin) ortamları ekonomik anlamda kazandığı bu üstünlük; kullanılan teknoloji, erişilen öğren-ci sayısı, öğretim materyallerinin tasarımı, etkileşim gibi maliyet unsurlarını belirgin bir oranda azaltmaktadır. Bu sayede hazırlanmış olan bir ders içeriyle milyonlarca kişinin öğrenim gereksinimi karşılanmaktadır. ANALYSIS OF THE NEW GENERATION MASSIVE OPEN ONLINE COURSES (MOOCs) IN MEDIA AND COMMUNICATION EDUCATION: AN APPROACH TO DETERMINE THE KEY COMPETENCIES Abstract Modern education requirements tend to bring about new educational environments, in accordance with information and communication technologies. In this regard, massive open online courses (MOOCs) have come into prominence as part of the new generation of educational systems, due to its infrastructure and facilities. Currently, there are more than one million students taking courses on MOOC sites across a variety of disciplines. Therefore, this study analyzed 16 courses in media and communication science offered through MOOCs. The data was collected from January to August 2016 through 22 different MOOC platforms. The quality of the MOOCs was determined by using course surveys, based on DavidMobil teknolojilerin yaygın olarak kullanılması, sosyal medya araçlarının ve bulut teknolojisinin popülerlik kazanmasıyla birlikte e-öğrenme sistemi mobil öğrenmeye doğru şe-killenmiş, mobil öğrenme süreçlerinin gelişmesiyle birlikte dünyada eğitim hizmetlerinin sunulmasında da yeni bakış açıları ön plana çıkmıştır (de Waard, 2013). Mobil-öğreni-min cep telefonlarla uyum sağlamasıyla birlikte sisteme dâhil olan öğrenci sayısı artmış, öğretim materyallerinin tasarımı, etkileşim gibi maliyet unsurları ise belirgin bir oranda azalmıştır. Uzaktan eğitimin geldiği son noktada ise internet tabanlı KAÇD...

show abstract

“…Ref. [2] found issues such as fears that staff members may lose the intellectual property associated with course contents. However, supportive factors include cost effectiveness, the ability to offer student centred learning, opportunities for collaboration and potential growth for universities worldwide.…”

Section: Introductionmentioning

confidence: 99%

MOOC‟s Barriers and Enables

Gulatee¹,

Nilsook²

2016

IJIET

View full text Add to dashboard Cite

Abstract-MOOCs (massive open online course) become a very popular way of learning these days. People could access MOOCs from anywhere at any time with a fraction of the cost. In this study, we have examined both barriers and enables of MOOCs, our finding shows that despite the huge benefits of MOOCs, such as cost saving, access quality material from experienced instructor and flexible location and timing; it is still not a solution for all. The barriers such as information overload, lack of language support and the support from the instructor due to huge amount of participates has stopped many people join or finishes MOOCs courses.Index Terms-MOOCs, learning design, element of learning, MOOCs design.

show abstract

MOOC rampant

Cited by 142 publications

References 5 publications

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

Medya Ve İleti̇şi̇m Eği̇ti̇mi̇nde Yeni̇ Nesi̇l Ki̇tlesel Açik Çevri̇mi̇çi̇ Dersleri̇n Anali̇zi̇: Temel Yetki̇nli̇kleri̇ Beli̇rlemeye Yöneli̇k Bi̇r Yaklaşim

MOOC‟s Barriers and Enables

Contact Info

Product

Resources

About