scholarly journals Success and Challenges in MOOCs: A Literature Systematic Review Technique

TEM Journal ◽  
2021 ◽  
pp. 1728-1732
Author(s):  
Wirapong Chansanam ◽  
Kornwipa Poonpon ◽  
Theeradej Manakul ◽  
Umawadee Detthamrong
Keyword(s):  
Media Coverage ◽  
Online Courses ◽  
Low Cost ◽  
Rapid Evolution ◽  
Content Delivery ◽  
Educational Opportunities ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Internet Connection ◽  
Quality Learning

The rapid evolution of massive open online courses (MOOCs) has attracted widespread media coverage to the propensity of conventional education methods to disrupt readily available and free or cheap content delivery. MOOCs enable the possibility to offer students, even throughout the leastserved parts of the globe, access to high-quality learning. MOOCs are progressively seen as a possibility for millions worldwide who want free or low-cost educational opportunities. The students just required a well-established internet connection to register for MOOCs. However, at the same time, Where MOOCs have such options of openness and flexibility, there are some challenges to MOOCs that are present as well. In this article, we have tried to examine all possible factors contributing to MOOCs and learners as a success, along with the challenges faced by MOOCs.

The MOOCs

2015 ◽  
pp. 228-247 ◽  
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

The MOOCs

2016 ◽  
pp. 1829-1848
Author(s):  
John F. LeCounte ◽  
Detra Johnson
Keyword(s):  
Social Media ◽  
Online Courses ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
University Of Pennsylvania ◽  
Massachusetts Institute Of Technology ◽  
Massive Open Online ◽  
Social Media Platforms ◽  
Institute Of Technology ◽  
Technological Platform

In this chapter, the authors present the rapid rise of Massive Open Online Courses (MOOCs) derived from a yearning to create and make widely available materials and conditions for participatory learning and creative space dedicated to the open education. Massive Open Online Courses (MOOCs) were developed to provide open, meaning unrestricted, online courses without higher education cost constraints to students. This new technological platform was embraced, developed, and offered by some of the country's leading universities and institutions including Harvard, University of Pennsylvania, Stanford, and Massachusetts Institute of Technology (MIT). Students may collaborate through strategic social media platforms such as LinkedIn, Facebook, and Twitter. Further, according to LeCounte et al. (2014), the social media partnerships have been found to offer competitive advantages in terms of low cost and tremendous visibility to both corporations and institutions of higher learning.

Survey of Vulnerabilities and Mitigation Techniques for Mooc-Based Applications

2016 ◽  
Vol 7 (4) ◽  
pp. 1-18 ◽  
Author(s):  
Hossain Shahriar ◽  
Hisham M. Haddad ◽  
David Lebron ◽  
Rubana Lupu
Keyword(s):  
Open Source Software ◽  
Exploratory Study ◽  
Online Courses ◽  
Software Security ◽  
Low Cost ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Security Vulnerabilities ◽  
Cloud Environments ◽  
Mitigation Techniques

Massive Open Online Courses (MOOCs) are commonly hosted as web servers for learners worldwide to access education and learning materials at low cost. Many of the well-known MOOCs have adopted open source software and database technologies and frequently operate within cloud environments. It is likely that the well-known software security vulnerabilities may manifest to MOOC-based applications. Unfortunately, few studies have identified a set of common vulnerabilities applicable to MOOC-based applications. This paper1 presents an exploratory study of potential security vulnerabilities and challenges for MOOC platforms, and it provide some guidelines and suggestions to mitigate these concerns. This study helps practitioners (educators and developers) to adopt MOOC applications while considering potential vulnerabilities and be prepared to deal with these risks.

scholarly journals Understanding the Barriers to the Use of MOOCs in a Developing Country: An Innovation Resistance Perspective

2018 ◽  
Vol 57 (3) ◽  
pp. 571-590 ◽  
Author(s):  
Long Ma ◽  
Chei Sian Lee
Keyword(s):  
Digital Divide ◽  
Developing Country ◽  
Online Courses ◽  
Educational Opportunities ◽  
Self Control ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Resistance Theory

Despite the promised benefits of MOOCs (Massive Open Online Courses) to address the digital divide and promote equity in educational opportunities, the use of MOOCs is still lagging especially in developing countries. The purpose of this study is to investigate the barriers underlying the adoption of MOOCs in the context of a developing country. Drawing from the theoretical framework of innovation resistance theory, this study conducted focus group discussions with 69 college students in China, a major developing country in Asia. It was found that innovation resistance theory is plausible to explain the barriers to adopting MOOCs. Our results showed that the main barriers in the adoption of MOOCs encountered by students in a developing country are usage barrier, value barrier, and tradition barrier. Furthermore, to complement the perspective of innovation resistance theory, this study also conducted an inductive analysis to identify other types of obstacles hindering students' use of MOOCs. It was found that individual factors (e.g., self-control and attitude) as well as the environment (e.g., promotion and economical circumstance) are also barriers to the use of MOOCs. Implications and suggestions for practice are also discussed.

scholarly journals Framework for Personalizing Mooc Courses based on Learners’ Stress Levels Towards Increased Course Completion Rates

2019 ◽  
Vol 8 (9) ◽  
pp. 2721-2724
Keyword(s):  
Online Courses ◽  
Course Completion ◽  
Content Delivery ◽  
Massive Open Online Courses ◽  
Completion Rates ◽  
Massive Open Online ◽  
Online Learners ◽  
Learning Platform ◽  
Stress Levels ◽  
Open Nature

Massive Open Online Courses (MOOC) has gained a huge popularity amongst the current generation students mainly because of its open nature and its ubiquity. MOOC made it possible for thousands of aspiring learners to learn from their favorite Universities. Though this online learning platform has its advantages, many studies have proved that these massive courses are suffering from tremendous rates in students’ dropouts. This study surveys the major causes of dropouts and would try to link the MOOC failures with the learners’ stress levels. The study also proposes a framework which could be used while designing MOOC courses and will help MOOC providers to personalize the content delivery according to the online learners’ stress levels.

scholarly journals TEACHING AN ADVANCED ENGINEERING MOOC: LESSONS LEARNED

2015 ◽  
Author(s):  
Jeffrey Harris ◽  
William Heikoop ◽  
Allison Van Beek ◽  
James S. Wallace
Keyword(s):  
Online Courses ◽  
Wind Waves ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
The Public ◽  
University Of Toronto ◽  
Internet Connection ◽  
The World ◽  
The University

Massive Open Online Courses (MOOCs) allow anyone in the public to learn from professors at universities across the world. An internet connection is the only requirement to participate in a MOOC. In engineering, the majority of MOOCs are targeted at self-learners, and consequently most courses are based on introductory undergraduate courses. The University of Toronto offered its first advanced engineering MOOC entitled, “Wind, Waves & Tides” based on a mixed fourth-year undergraduate and graduate level course. A total of 11,723 students registered in the course, and 617 students completed the course in its entirety. The following paper describes the experience of teaching a niche interest MOOC and the lessons learned throughout the endeavour.

scholarly journals Application of MOOCs for borrowers’ financial education in microfinance

2017 ◽  
pp. 160-176
Keyword(s):  
Customer Service ◽  
Online Courses ◽  
Financial Education ◽  
Structured Interview ◽  
Research Strategy ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Internet Connection ◽  
Interview Research

The main objective of this research was to explore current borrowers’ financial education in microfinance and determine the possibilities of adopting massive open online courses (MOOCs) for such individuals. We adopted a semi-structured interview research strategy. A total of 25 employees and borrowers in BRAC’s (Bangladesh Rehabilitation Assistance Committee and then Bangladesh Rural Advancement Committee, currently, BRAC does not represent an acronym) microfinance program were interviewed and the data were analyzed qualitatively. The results show that BRAC’s microfinance program provides borrowers’ financial education in terms of a pre-disbursement orientation and four-day training through the creation of a new role of customer service assistant. The results also reveal that edu-entertainment, easy understanding, and more borrower participation are the main possible opportunities for adopting MOOCs for borrowers’ financial education. We identified infrastructure, Internet connection, and funding as possible hindrances to adopting MOOCs for financial education. Finally, we propose a framework for adopting MOOCs for borrowers’ financial education in microfinance.

Internationalising Social Work Education Using Massive Open Online Courses

2015 ◽  
pp. 75-90 ◽  
Author(s):  
Linette Hawkins ◽  
Jennifer Martin ◽  
Elspeth McKay ◽  
Supriya Pattanayak
Keyword(s):  
Social Work ◽  
Social Work Education ◽  
Global Justice ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Delivery Mode ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Work Education ◽  
Quality Learning

Internationalising the curriculum is a priority of universities worldwide and increasingly a focus of social work education. Social workers espouse principles of global justice and community development yet social work in Australia remains locally focused. A review of international and local trends in the literature on ePedagogy and social work education within the context of internationalising the social work curriculum highlights current trends and practices in blended delivery and future opportunities provided by massive open online courses (MOOCs). Consideration of a case study of educational practices in the design and delivery of a community work course in blended delivery mode in Australia and India and via MOOC offering reveals that contemporary educational technologies can facilitate quality learning and teaching experiences. It is argued that increased flexibility in course offerings provides students with greater choice to engage in a range of quality educational experiences that are locally and globally contextualized. This chapter is well placed for the discussion on social networking and collaborative learning MOOCs – building MOOCs communities.

scholarly journals Changing Entrepreneurship Learning Ecosystems: Massive Open Online Courses. Opportunities and Limitations

2018 ◽  
Vol 14 ◽  
pp. 473-482 ◽  
Author(s):  
Agnieszka Żur
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Rapid Evolution ◽  
Entrepreneurship Education ◽  
Massive Open Online Courses ◽  
Learning Needs ◽  
Massive Open Online ◽  
New Development ◽  
Evolution Of Technology

Massive Open Online Courses (MOOCs) have brought innovation in terms of learning modes and new challenges at all levels of education, aiming to respond to the most pressing learning needs, generated by the new development policies and the rapid evolution of technology. This wave of change is affecting also entrepreneurial education. The goal of this study is to evaluate the opportunities and limitations of massive open online courses posed to higher education institutions. The study is based on desk research and analysis of existing MOOCs dedicated to entrepreneurship. The paper starts with introductory information about entrepreneurship and entrepreneurship education, as well as a short description of MOOC types. Next it presents an overview of existing top ranked online courses devoted to entrepreneurship education around the world. Finally, the paper identifies both opportunities and limitations of entrepreneurship MOOCs in regard to higher education institutions programs, as well as best practices identified as a result of the study.

Sign in / Sign up

Export Citation Format

Share Document