MOOCs in Higher Education: Advantages and Pitfalls for Instructors

Сергеевна, Захарова Ульяна; Игоревна, Танасенко Кристина

doi:10.17323/1814-9545-2019-3-176-202

Cited by 30 publications

(12 citation statements)

References 14 publications

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“…Modern companies offer their partner universities to conduct massive online training, issue certificates, etc. [43]. Analysing the experience of using distance learning, it should be noted that the most popular form is blended distance learningwhen several technologies are involved in the process.…”

Section: Discussionmentioning

confidence: 99%

Internet Technologies in Distance Education

Ushanov

Morgunova

Petunina

2021

Int. J. Emerg. Technol. Learn.

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In modern education, a new format of distance learning is developing more and more rapidly - massive open online courses (MOOCs), this is especially important in times of quarantines and remote learning. The aim of the research is to study the attitude of teachers and students to MOOCs and their readiness to implement this practice in the educational process. 2145 students and 1050 teachers of higher educational institutions of the Russian Federation voluntarily took part in the study. The analysis of the survey data was made in the STATISTICA system. It has been found that more than 30% of respondents have an idea of MOOCs. It has also been determined that 31% of students and 28% of teachers are positive about the introduction of MOOCs in the educational process of universities. In addition, it has been determined that 31% of students and 23% of teachers plan to take MOOCs. Overall, the survey results showed a fairly good acceptance of MOOCs by respondents. From this, it can be concluded that in the near future, taking into account the reorganization of the educational process, MOOCs may become a worthy alternative to traditional education. It is for this that the results of this study can be used by the administration of the universities that have taken part in the survey, in order to further inform students and teachers about MOOCs. There is also a need to reorganize, revise, implement and provide an opportunity for students to study through such a form of distance learning as MOOCs.

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Section: Discussionmentioning

confidence: 99%

Internet Technologies in Distance Education

Ushanov

Morgunova

Petunina

2021

Int. J. Emerg. Technol. Learn.

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“…A large-scale study of the characteristics of students and teachers of online courses is presented by Y. M. Roshchina and others who assessed advantages, disadvantages and prospects of using MOOC [24]. A qualitative analysis of the online format of educational courses in the Russian education system is presented by U.S. Zakharova [25].…”

Section: Discussionmentioning

confidence: 99%

Motivation of University Teachers Developing and Implementing Open Online Courses

Prokhorova¹,

Lebedeva²,

Shkunova³

et al. 2020

Proceedings of the International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization

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The article describes research on the motivation of university teachers to develop and implement open online courses. It was determined that the practice of using open online courses is developing, which requires the involvement of teachers in both their development and use. The study was carried out using the methodology developed by S. Richi and P. Martin which was used to develop an averaged motivational profile of the developer of the online course. It was found that the leading motives of such teachers are the desire for achievement, high earnings and material incentives, recognition of merit, selfimprovement, the ability to learn new competencies, the desire to constantly have a stimulating interest. Motivating factors for teachers who do not have experience in developing online courses were identified. Additional material rewards, new experience in using educational technologies, and skills in working with a wide and diverse audience are motivating factors. The results can be of practical importance for the development of decisions aimed at encouraging teachers to develop online courses.

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“…A. P. Bato, D. E. Marcial note that the development of e-learning [14] is one of the trends in the world educational policy. In the work of U. S. Zakharova, K. I. Tanasenko various aspects of e-education, problems and prospects of distance learning are investigated [8]. N. Selwyn, L. Pangrazio, S. Nemorin, C. Perrotta define the trends in the digital school and the correspondence of the e-learning system to these trends [9].…”

Section: Methodsmentioning

confidence: 99%

“…E-learning should not be limited to listening to the theoretical material, solving problems according to instructions, but involves the intensive use of cloud services for interactive communication between all participants in the didactic process. U. S. Zakharova, K. I. Tanasenko note that a future graduate of a digital school should be immersed in an environment of like-minded people focused on a deeper understanding of the subject of study [8].…”

Section: Introductionmentioning

confidence: 99%

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

Masharova¹,

Mikhlyakova²,

Krukovskiy³

et al. 2020

P Sci Edu

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The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

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MOOCs in Higher Education: Advantages and Pitfalls for Instructors

Cited by 30 publications

References 14 publications

Internet Technologies in Distance Education

Internet Technologies in Distance Education

Motivation of University Teachers Developing and Implementing Open Online Courses

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

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