MOOCs: Innovation or Stagnation?

Pilli, Olga; Admiraal, Wilfried; Salli, Aysegul

doi:10.17718/tojde.445121

Cited by 22 publications

(8 citation statements)

References 19 publications

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“…Besides the advantages of the presented teaching method, there are also some disadvantages, which are discussed in this section. Moreover, in online learning, we encountered with several advantages and disadvantages, which were also described in other similar works [35][36][37][38].…”

Section: Discussionmentioning

confidence: 77%

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

et al. 2021

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The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 77%

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

et al. 2021

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“…A SWOT analysis shown in Figure 4 was utilized to help determine both benefits and challenges with future implementation of online software platforms for every type of learner. Innovation versus stagnation in regards to online learning can provide a more inclusive and progressive form of learning for students to further complement today’s educational landscape (Pilli et al, 2018). We live in a very connected world, both literally and figuratively, and perhaps connectivism is a progressive approach to transform from traditional methods of teaching to a more sophisticated and innovative way of learning (Pilli et al, 2018).…”

Section: Fishbone Analysismentioning

confidence: 99%

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

Singh

Steele

Singh

2021

Journal of Educational Technology Systems

344

256

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The coronavirus disease 2019 (COVID-19) pandemic has changed the landscape of higher education. As academic institutions across the world continue to deal with the global health crisis, there is a need to examine different instructional approaches including online, hybrid, and blended learning methods. This descriptive study provide an in-depth review of the history of blended learning, evolution of hybrid model of instruction, preparedness of faculty with minimal or no experience in online teaching, and lessons learned as faculty worked on navigating COVID-19 situation since early 2020. A fish-bone analysis, a visual and structured approach to identify possible causes of problem, has been used to present the problems faced by faculty during the pandemic. A detailed Strength–Weakness–Opportunities–Threat analysis of blended/hybrid learning has been presented. An evidence-based approach on how instructors can combine the best of both traditional and online instruction to offer engaging learning experiences for students has been described. This research provides valuable insights to faculty and administrators who are preparing to teach during a pandemic and making efforts to academically survive it.

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“…MOOCs are considered to bring significant amount of innovation to the education, even though before MOOCs other forms of online distance learning have already excited, MOOCs brought together features that were not combined before. The research published by O. Pilli, W. Admiraal, A. Salli investigates the factors that determine if MOOCs are worth to be invested or not by higher education institutions (Pilli, Admiraal, Salli, 2018). As one of the strengths of MOOCs, accessibility for large number of learners who have the access to the internet and life-long learning that MOOCs promote by providing more learning opportunities with less time constrains and adapting to various learning styles are being distinguished.…”

Section: Reasons Of Heis To Implement Moocsmentioning

confidence: 99%

Reasoning the Implementation of Massive Open Online Courses in Higher Education Institutions

Rutkauskiene¹,

Ostreika²,

Monastyreckiene³

2019

Rural Environment Education Personality (REEP)

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First Massive Open Online Course (MOOC) was provided in 2013 by Kaunas University of Technology, since then few more institutions joined this initiative. The interest in MOOCs have been growing among Lithuanian higher education institutions, however the number of new MOOCs are not growing significantly. New initiatives are influenced by various factors, however it is important to examine the most relevant factors influencing decision to develop and provide MOOCs in order to develop measures for encouraging innovative learning methods in Lithuanian higher education. The aim of this article is to identify the main objectives that are important for higher education institutions (HEIs) when deciding to implement MOOCs in the institution. Authors of the article conducted the survey with representatives from 17 Lithuanian higher education (HE) institutions. The study shows that the most important objective of MOOCs implementation for Lithuanian HEIs is flexible learning opportunities. Results also represent that far Lithuanian HEIs do not acknowledge MOOCs as business opportunity, for them MOOCs are the innovation area and the opportunity to fulfil demands of wider range of learners.

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MOOCs: Innovation or Stagnation?

Cited by 22 publications

References 19 publications

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

Reasoning the Implementation of Massive Open Online Courses in Higher Education Institutions

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