The Evolution and Evaluation of Massive Open Online Courses

Waks, Leonard J.

doi:10.1057/978-1-349-85204-8

Cited by 49 publications

(5 citation statements)

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“…These platforms are workingasalearningmanagementsystemforofferingMOOCs (Zancanaro,NunesandDomingues, 2017;Waks,2016).MOOCsplatformsprovideallthefunctionsoflearningmanagementsystemfor deliveringtheMOOCsandaddresstheneedofallstakeholdersofMOOCs. Waks(2016)describes thataMOOCsplatformisbuiltinatechnicalinfrastructuretoaccommodateanindefinitenumber oflearnersforamenuofcourses.…”

Section: Learning Management In Different Platforms Of Moocsmentioning

confidence: 99%

Learning Management in Massive Open Online Courses

Basantia

Kumar

2021

International Journal of Digital Literacy and Digital Competence

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Massive open online courses (MOOCs) are the unconventional and latest means of education in the present society. MOOCs are the strong alternative to traditional education and latest development in the area of open and distance learning. MOOCs are the online courses which are delivered with little rigidity in place of learning, time of learning, pace of learning, etc. Learning management in MOOCs is one of the prime features of MOOCs that helps for the delivery of MOOCs. Learning management in MOOCs plays a vital role for the success of MOOCs. The stakeholders of MOOCs must be well conversant with different aspects of learning management in MOOCs for achieving the success of the MOOCs. Referring to these contexts, in the present paper, thematic discussions have been made on different aspects of learning management in MOOCs. In the paper, special emphasis in discussion is given on different components of learning management in MOOCs, learning management in different platforms of MOOCs, and issues in learning management in MOOCs.

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Section: Learning Management In Different Platforms Of Moocsmentioning

confidence: 99%

Learning Management in Massive Open Online Courses

Basantia

Kumar

2021

International Journal of Digital Literacy and Digital Competence

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“…On average, less than 10 % of the participants complete the MOOCs (Breslow et al, 2013;Waks, 2016). There are various reasons for learner dropouts such as: high workload, challenging course contents, lack of time, lack of pressure, lack of a sense of community, social influence, lengthy course start-up, and learning on demand (Hone & El Said, 2016;Zheng et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo

Singh

Mørch

2018

NJDL

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This paper explores pedagogical practices and participants' engagement in learning activities during the first international Massive Open Online Course (MOOC) offered by the University of Oslo through the FutureLearn platform in 2015. The data were collected using pre-and post-course surveys and participant observations. We used the acquisition and participation metaphors of learning proposed by Sfard (1998) as a conceptual framework to inform our analyses and discussions. The data indicated that new pedagogical practices are in the making for online learning, involving elements of existing practices and radically new ones. The instructors had sole authority in developing and curating course contents, thus following the acquisition metaphor of teaching and learning. In addition, the data indicated that, overall, the learners had a positive experience of learning by participating in the MOOC. The learners engaged in online discussion forums, interacting asynchronously with fellow learners and mentors. The discussion forums promoted knowledge sharing and collaborative learning activities among diverse groups (joiners, surveyors, and social learners). The apparent contradiction between teaching according to the acquisition metaphor and the learners' preferences for the participation metaphor was resolved by some of the learners through self-organised scaffolding. The teachers did not interact enough with the learners and so, to compensate, some learners took on facilitating roles. We discuss our findings in terms of the related work and contemporary trends in online learning and higher education research, including learning analytics, formative assessment, personalization, collaboration support, and lifelong learning.

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“…These neoteric technologies have spawned many for-profit and not-for-profit organizations such as Coursera, Udacity, and EdX (Corbett et al, 2014). Such organizations offer large catalogues of courses delivered globally as massive online open courses, or MOOCS (Waks, 2016). New digital platforms, and their associated digital and social media, offer compelling and innovative options for teaching and learning for both students and faculty.…”

Section: Technology Society and Higher Educationmentioning

confidence: 99%

“Do You Want Fries With That?”: The McDonaldization of University Education—Some Critical Reflections on Nursing Higher Education

Holmes

Lindsay

2018

SAGE Open

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Public universities, as the predominant source of nurse education, serve an instrumental role as pressure mounts to produce large numbers of workready graduates to meet the needs of the labor market. Neoliberalism is recognized as the dominant political and economic philosophy across the globe, and new managerialist, corporatized practices, as its "organizational arms," are ubiquitous within the higher education sector worldwide. Intersecting this agenda are dramatic developments in the way university courses are being conceived and delivered based upon the increasing integration of digital technologies. Given the radical transformations brought about by Web 2.0 technologies, it is timely to critically analyze current narratives shaping the teaching and learning agenda and their impact on the nature and quality of nursing higher education. This article draws on the "McDonaldization thesis" of George Ritzer, concepts from the work of the Italian philosopher Giorgio Agamben, Habermasian social theory, and critical pedagogy. It concludes with a short overview of possible outcomes of the new agenda, and some strategies for resistance. Although the focus is on Australia, it is relevant to other countries to the extent that they are facing similar challenges and undergoing analogous pedagogic transformations.

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The Evolution and Evaluation of Massive Open Online Courses

Cited by 49 publications

References 0 publications

Learning Management in Massive Open Online Courses

Learning Management in Massive Open Online Courses

An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo

“Do You Want Fries With That?”: The McDonaldization of University Education—Some Critical Reflections on Nursing Higher Education

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