To MOOC or not to MOOC: how can online learning help to build the future of higher education?

From Digital Culture & Society

Porter, S. (2015). To MOOC or not to MOOC : how can online learning help to build the future of higher education? Chandos Publishing.

https://ocul-bu.primo.exlibrisgroup.com/permalink/01OCUL_BU/3kjbnu/alma992468784705151

Contents 1 Context 2 Overview 3 Strengths 4 limitations 5 Assessment

[edit] Context

The provided book chapter harmoniously integrates with the broader historical narrative of Massive Open Online Courses (MOOCs), presenting a comprehensive exploration that complements the general historical overview, characteristics and designs inherent in these educational platforms. The initial segment of the chapter furnishes an overarching survey of the history of MOOCs, tracing their origin to the seminal 2008 research conducted by George Siemens and Stephen Downes. This historical contextualization is congruent with the broader historical backdrop of MOOCs and underscores their emergence as a transformative paradigm in online education. The chapter accentuates the global impact of MOOCs on trends in online learning, aligning with the overarching historical context and acknowledging MOOCs as a consequential development in higher education.

The discussion within the chapter of the discernible escalation in both the number of courses available and the enrollment of students resonates with the broader trajectory of MOOC proliferation since their inception. Essentially, the presented chapter serves as an illustrative synthesis of the extensive history of MOOCs, encapsulating pivotal events, distinctive traits, and the evolving landscape of online learning. It furnishes insightful perspectives on the past, present, and prospective trajectories of MOOCs within the broader panorama of innovative education.

[edit] Overview

This book chapter conducts a comprehensive analysis of Massive Open Online Courses (MOOCs) and their evolutionary trajectory, encompassing definitional nuances, historical antecedents, and diverse typologies. Commencing with elucidations of key terminologies germane to educational technology, such as online learning, technology-enhanced learning, and open educational resources, the chapter systematically elucidates their relevance within the MOOC framework. An in-depth examination of the sustained proliferation of MOOCs constitutes a focal point, elucidating their impact on global trends in online learning. Substantiating this analysis, empirical data is presented to delineate the pronounced upswing in both the array of course offerings and the magnitude of student enrollments. MOOCs are posited as a seminal progression in higher education, engendering a paradigmatic shift by challenging traditional pedagogical models and fostering a diversified spectrum of learning modalities, notwithstanding early critiques. In essence, the chapter establishes a foundational framework for prospective investigations into MOOC models and their far-reaching implications, thereby contributing to the scholarly discourse on the subject.

[edit] Strengths

One of the major strengths of this article is how it introduces to the reader the Who, What, And Why Of MOOC’s. The chapter indicates that

The most commonly used terminology that is relevant to MOOCs is summarized below:

MOOC: a particular type of online course that is freely and publicly accessible to an infinite number of users. MOOCs are a type of online learning that depends on educational technology to run. They might also get the majority of their content from open educational resources.

Massive: MOOCs are designed to be conducted on a large scale, with hundreds or thousands of participants and no cap on the total number of students enrolled.

Open: MOOCs are designed to be accessible to all users without charge or restriction. The term "open" implies that there are no fees associated with using MOOCs. MOOCs are available to learners of any age, location, and educational background and have no entry requirements.

Online: There is no in-person interaction required for MOOC delivery; all instruction is done online. Since they are delivered via Internet technologies, students can easily access resources available elsewhere on the web and communicate with one another while they are learning.

Course: One of the main characteristics that set MOOCs apart from other types of online learning resources is that they resemble traditional courses in that they are offered to students at a set time and follow a predetermined curriculum, with instruction given during that period. Similar to traditional courses, MOOCs typically include an assessment component. This component may include accreditation.

A second strength of the article is that it analyzes the rapid growth at the time of MOOCs. Despite appearing suddenly, MOOCs have roots in a longer history of research and development in online learning, open education, and investments by public and private organizations. They represent the latest stage in the global growth of online learning, evident in both developed and developing regions. The Sloan Consortium's US survey reveals a significant increase in online students from 1.6 million in 2002 to 7.1 million in 2013. University management attitudes toward online learning have become more positive, with 74% of academic leaders in 2013 rating online education outcomes as equal or superior to face-to-face instruction. The rise of MOOCs since 2011 is noteworthy, with 2,230 MOOCs available in April 2014, a substantial increase from 409 in March 2013. The number of MOOC students, conservatively estimated at over 8.5 million, is growing rapidly, driven by an expanding awareness beyond tech-savvy early adopters to a broader global audience, especially outside the Western world. The surge in new courses in 2014 reflects increasing organizational commitment to the MOOC market.

[edit] limitations

One of the major Limitations of this article is that in 2023 after experiencing the COVID-19 pandemic that heavily influenced education to do more online academics has congested the online educational platforms. These platforms have been known to be more interactive learning experiences, more specialized educational websites and have more personalized and hands-on approaches. This article released in 2015 doesn't give us the current context surrounding MOOCs.

[edit] Assessment

In conclusion, this article adeptly encapsulates the essence of Massive Open Online Courses (MOOCs), elucidating their conceptualization, origins, rationales for inception, and considerations regarding scalability. A nuanced comprehension of the historical backdrop of MOOCs facilitates a more comprehensive understanding of their global impact. Notably, these courses experienced a surge in popularity from the late 2000s through the early 2010s, followed by a waning trend in the latter part of the 2010s and the initial years of the 2020s. To scrutinize the trajectory of MOOCs during their formative years, this book chapter employs data spanning the period from 2002 to 2013. Through a meticulous analysis of this temporal span, the chapter endeavors to unravel the intricacies of MOOC growth, shedding light on the pivotal factors that contributed to their emergence and subsequent fluctuations in popularity.

Nw20de 10:11, 4 December 2023 (EST)