History and Design of MOOCs
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| In conclusion, this article effectively summarised what moocs are, who and when they were created, why they were created and their scalability. By understanding some historical context surrounding MOOCs we can better understand their effect on the world. They began to gain popularity in the late 2000s and into early 2010s before losing popularity going into the late 2010s and early 2020s. Using data from 2002 to 2013 this book chapter analyzes their growth during the upbringing of MOOCS. | In conclusion, this article effectively summarised what moocs are, who and when they were created, why they were created and their scalability. By understanding some historical context surrounding MOOCs we can better understand their effect on the world. They began to gain popularity in the late 2000s and into early 2010s before losing popularity going into the late 2010s and early 2020s. Using data from 2002 to 2013 this book chapter analyzes their growth during the upbringing of MOOCS. | ||
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Revision as of 14:30, 28 November 2023
To MOOC or not to MOOC : how can online learning help to build the future of higher education? (Chapter 1)
Context
The provided book chapter aligns seamlessly with the broader history of MOOCs, offering a detailed exploration that complements the general historical overview, characteristics, and designs of Massive Open Online Courses. The first part of the chapter provides an overview of MOOC history, identifying its inception in the 2008 research of George Siemens and Stephen Downes. This fits in with MOOCs' larger historical background and emphasizes how they emerged as a revolutionary shift in online learning. The impact of MOOCs on global trends in online learning is highlighted in the chapter. This is consistent with the larger historical background and recognizes MOOCs as a significant development in higher education. The conversation about the notable rise in the number of courses available and students enrolled fits with the larger pattern of MOOC proliferation since their launch. The chapter that is offered essentially acts as an illustration of the larger history of MOOCs, summarizing significant events, traits, and the changing face of online learning. It offers insightful information about the past, present, and possible future paths of MOOCs in relation to the larger landscape of innovative education.
Overview
This book chapter offers a thorough examination of Massive Open Online Courses (MOOCs) and their development, covering their definitions, history, and various varieties. It starts by explaining some of the most important words related to educational technology, like online learning, technology-enhanced learning, and open educational resources. This chapter examines the continuing expansion of MOOCs, examining their influence on worldwide trends in online learning and providing data to show the sharp increase in both course offerings and student enrollments. MOOCs are seen as a major advancement in higher education, challenging conventional models and promoting a variety of learning styles, despite early criticism. The chapter lays the groundwork for future research on MOOC models and their implications.
Strengths and Weaknesses
One of the major strengths of this article is the way 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 depend on educational technology to run. They might also get the majority of their content from OER.
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 that are 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 predetermined curriculum, with instruction given during that period. Similar to traditional courses, MOOCs typically include an assessment component. This component may include accreditation.
Strength 2: analyzing the rapid growth at the time of MOOCs
MOOCs, despite appearing suddenly, 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.
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.
Assessment
In conclusion, this article effectively summarised what moocs are, who and when they were created, why they were created and their scalability. By understanding some historical context surrounding MOOCs we can better understand their effect on the world. They began to gain popularity in the late 2000s and into early 2010s before losing popularity going into the late 2010s and early 2020s. Using data from 2002 to 2013 this book chapter analyzes their growth during the upbringing of MOOCS.
MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals.
MOOCs: an updated look at the benefits and challenges of MOOCs designed for working professionals. J Comput High Educ 32, 307–329 (2020)
Context
One thing I often wonder is, why Moocs? Why would certain individuals want to learn through MOOCs? This article explores why busy working professionals choose to take MOOCs and what specific course features they find valuable. The article investigates the motivations of working professionals and the benefits and challenges in their design. The text compares MOOCs to face-to-face instruction, it looks at who enrolls themselves in MOOCs and which features contribute to their likeability.
Overview:
In the article, researchers investigated the Demographics of MOOC participants. They talk about how working professionals are most interested in learning topics that have immediate relevance to their jobs or personal lives. They have become very popular informal learning channels for working professionals to update their knowledge and skills in order to meet new professional challenges. They’ve discovered that participants are mainly from the Western world. They found that the top 5 countries for participation in a MOOC titled Circuits and Electronics are the United States, India, The United Kingdom, Colombia and Spain. Their research shows that men are using MOOCs more than women, in a Circuits and Electronics course, researchers found that of 7161 survey respondents, 88% reported their gender as male. Another study looked at 597,692 learners of HarvardX and MITx courses on edX only 29% of the registrants reported their gender as female. In the article we learn why individuals sign up, the key factors for taking a MOOC, what course features participants find useful/not useful, and how participants compare the MOOCs with face-to-face instruction.
Research Design and Method
To answer these research questions: What are the demographics of participants taking MOOCs, and what are their reasons for doing so? (RQ1)
How much time do the participants spend in taking the MOOCs and to what extent do they complete the assignments? What are their reasons for completing or not completing the assignments? (RQ2)
What course features do these participants find useful/not useful? Do the participants use social media tools such as a Facebook Group Page and/or YouTube Live Office Hours associated with the MOOCs, and what do they think of these tools as part of their learning experience? (RQ3)
How do participants compare the MOOCs with face-to-face instruction? (RQ4)
Participants were students enrolled in three MOOCs that ran from spring to summer 2017 and were provided by the Knight Center for Journalism in the Americas at the University of Texas at Austin's College of Communication. There were 439 men (49.1%) and 456 women (50.9%) among the 895 participants. The same course materials, video lectures, quizzes, and weekly discussion forums are included in all MOOCs in order to keep participants interested and assess their progress.
Researchers created a survey with both Likert-scale and open-ended questions. The Survey consisted of 26 items in 6 sections
- Demographics
- Reason for taking the MOOC
- Time spent and completion of exercise/assigments and reasons
- MOOC course Features
- Learning and Enjoyment and comparison with Face-to-face instruction
- Social media tools used.
Strengths and Weaknesses
This article gives us plenty of valuable information to better understand MOOCs at a deeper level. This article allows the reader to better understand why people sign up for MOOCs and what is liked and disliked about their features. The article continues to explore what participants believe made them effective, and how they would compare them to face-to-face instruction. Through quantitative surveys, researchers were able to display what it's like taking a MOOC course by showcasing the amount of time spent by participants on a MOOC course, how many individuals complete the exercise and assignments, and the reasons that people would miss those tasks. The article does a good job of showcasing both sides of MOOCs indicating features that participants found useful and some that were deemed not useful. This article overall gives the reader a better understanding of participants who have been enrolled in a MOOC and their perspective on the course. Whether is it better or worse than traditional learning, essentially, what are its strengths and weaknesses compared to face-to-face interactions. One of the main limitations of this study was the participants in the survey were voluntary respondents. The data was self-reported and therefore subjective. This study only took participants who were working professionals instead of more broad users of COOMs which could lead to different results. Another study could look at younger demographics or different subject matter to see whether the results vary depending on age and direction of study. Another slight limitation is that the study analyzed MOOCs from 2017 which could have had much different demographic and technological innovation compared to today in 2023.
Results
Results There are four reasons why people sign up for MOOCs and four key factors that contribute to participants taking a MOOC highlighted in the article. The first reason for people to sign up based on their findings is to learn about a new topic or to extend current knowledge. Number two is due to curiosity about MOOCs, Third is a desire for a personal challenge and finally fourth, is to obtain completion certificates. Shapiro et al (2017) found that learners mostly considered knowledge, work, convenience and personal interest as the key factors for taking MOOCs. The three main reasons for enrollment were a general interest in the topic with 70.8%, personal growth and enrichment with 70% and relevance to job with 66.8%. The article examines the amount of time participants took working on MOOCs per week with 56.6% reporting that they spent 2-3 hours per week on the MOOCs and 38.1% reported they spent between 4 and 5 hours a week. Amongst all participants in the survey, 42.3% of individuals indicated that they had completed all exercises and assignments. The main reasons highlighted for participants who did not finish all of their assignments were due to lack of time stated by 79.4% of them and too much work by 25.6% of them. The Course Features that were found to be most useful and liked best by participants are the Topic of the course, the qualified instructor teaching it, the video lectures to share educational content, its easy access, flexibility and free of charge. On the other hand, the least favourite features were the discussion forums, the quizzes and the lack of interaction. When asked to compare MOOCs to traditional face-to-face learning 38.4% of the participants considered MOOCs as somewhat or much better. Meanwhile, 49.1% of participants considered the two instructional formats to be the same or somewhat worse. The reasoning behind participants thinking MOOCs are better is because of the self-paced learning, ensured your learning from experts, the quality of course materials and that it is free of charge. Individuals also highlighted that they are worse than face-to-face teaching because of the lack of interaction, poor interface design and too much self-directed learning.
Assessment
This article gives us a better understanding of why people take MOOC courses, the reasons behind their likeability and things they must improve on to become better. It is imperative for educators, policymakers, and learners themselves to comprehend these advantages and disadvantages. Making educated decisions about selecting a course of study, creating successful online programs, and resolving issues related to online learning environments is made possible by it. Furthermore, this information advances current conversations regarding MOOCs' place in the broader educational landscape and aids in the development of better online learning environments for a range of users.
Learners’ perspectives on MOOC design
Context
The way that educational platforms are designed has a significant impact on how online learning is shaped. A well-designed platform has a significant impact on the learning process, degree of engagement, and general effectiveness of digital education, beyond just aesthetics. The user interface, which is distinguished by its visually appealing layouts and simple navigation, is essential to creating a positive user experience. Ensuring that educational content is inclusively available to diverse audiences, including those with varying abilities, is ensured by accessibility considerations. Interactive features and gamification are examples of motivational elements that support long-term learner interest and retention. Effective communication tools, such as message boards and discussion boards, also create a crucial link between teachers and students, encouraging cooperative and community-driven learning settings. Because it works with different kinds of devices, responsive design encourages flexibility and accessibility.
Overview
The purpose of this paper was to look into how learners felt about the way Massive Open Online Courses (MOOCs) were designed. Although MOOC design and instructional quality have been the subject of numerous discussions over the past ten years, there has been a noticeable dearth of research that explicitly examines MOOC design from the perspective of learners. By examining the viewpoints of MOOC participants, this study fills this knowledge vacuum and offers insightful information to scholars and industry professionals who aim to improve the expansion and success of MOOCs. Four aspects of MOOC design—human interactions, navigation, professional development, and course workload—were found to be significant for learners by using exploratory factor analysis on data from 209 MOOC participants. Additionally, the study found relationships between learner attributes—like age and the objectives they bring to MOOCs—and their preferences for MOOC design. The results provide a more thorough understanding of MOOC design and have implications for further study as well as useful advice for creating successful MOOCs.
Research and Method
The three research questions are
- What are the dimensions learners value in MOOC design?
- Are there any significant differences among the dimensions that MOOC learners value?
- What learner characteristics are related to each dimension of MOOC design? (Leaner characteristics are defined as age, gender, the number of prior MOOCs taken and the goals learners bring)
A total of 209 MOOC learners voluntarily completed the survey. Among them, 140 learners (67%) were female and 65 of them (31.1%) were male. More than 80% of them were between ages 31 and 60. Over 65% of them had a graduate degree.
Strength and Limitations
One of the strengths of the study is the exploratory factors analysis they used. The researchers identified four important dimensions consisting of 18 items: Human interactions (8 items), Navigation (3 items) Professional development (4 items) and Course Workload (3 items). These four dimensions were carefully selected and are used effectively in analyzing MOOCs. Another strength of the study was that over 77% of the participants already had experience regarding MOOCs and they already had an established understanding of what was expected in terms of human interaction in a MOOC. One of the limitations of the study is that the particular MOOC they used targeted professional learners who aspire to obtain potential career benefits by taking the MOOC. This does not include all age groups and many individuals from younger generations. Another limitation is that the findings may not be universally applicable, as participants' expectations could differ in intermediate-level courses or MOOCs with different focuses.
Assessment
The study aimed to identify design dimensions valued by participants in a MOOC and explore the relationship between learner characteristics and these dimensions. Notably, participants placed a lower priority on human interactions than they did on professional growth, course workload, and navigation. Preferences for particular design dimensions were significantly predicted by age and learning objectives. The results indicate that, in light of the varied expectations of MOOC participants, design elements including easy navigation, workload management, and alignment with learners' goals should be taken into account. The findings of the study can be applied to enhance the design and delivery of MOOCs by tailoring design to participant expectations, emphasizing professional development opportunities and consideration of learner characteristics. In conclusion, putting the study's findings into practice requires a sophisticated, learner-centred strategy that prioritizes adaptability, participant expectations responsiveness, and ongoing development based on research and input from participants
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