Exploring the Relevancy of Massive Open Online Courses (MOOCs)

2014 ◽  
Vol 27 (2) ◽  
pp. 61-77 ◽  
Author(s):  
Ronald A.D Dyer
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Digital Content ◽  
Massive Open Online ◽  
University System ◽  
Strategic Direction ◽  
New Thinking ◽  
Information And Communication ◽  
Infrastructure System ◽  
The Caribbean

The challenge of Information and Communication Technology Management within the Caribbean university system remains daunting. On the surface there exists constant need to revisit infrastructure, system architecture, software and relevant hardware in keeping with the myriad number of changes across the global technology landscape. However, a greater challenge is emerging rapidly forcing universities across the globe to re-evaluate their strategic direction as it relates to course delivery. Massive Open Online Courses (MOOCs) represent the next frontier for open and distance education; allowing for dispersion of courses (free of charge) to participants with a diverse array of digital content spanning the sciences, arts, humanities and business. MOOCs represent a new thinking for content design/delivery rooted in the transformation of production and knowledge sharing Tapscott & Williams, (2007). University systems regionally as traditional gatekeepers of knowledge must now become au courant to ensure currency and competitiveness. This paper examines MOOCs as a new digital content frontier, their relevance to Caribbean higher education institutions and the challenges that universities face as they become more prevalent. It will also provide insights into the potential strategies for adoption of MOOCs within the Caribbean university system.

Ethical Information and Communication Technologies for Development Solutions

2018 ◽  
pp. 155-173 ◽  
Author(s):  
Leilani Goosen
Keyword(s):  
Information And Communication Technologies ◽  
Research Methodology ◽  
Online Courses ◽  
Research Integrity ◽  
Communication Technologies ◽  
Massive Open Online Courses ◽  
Responsible Conduct Of Research ◽  
Massive Open Online ◽  
Responsible Conduct ◽  
Information And Communication

The purpose of this chapter is firstly to build on the existing literature in the field of research methodology, especially as applicable in the emerging areas of information and communication technologies for development (ICT4D) and massive open online courses (MOOCs). This chapter is further aimed at enabling readers to understand why ethics is important in research relating to ICT4D and MOOCs, as well as identifying other elements critical to the responsible conduct of research in the areas of ICT4D and MOOCs. The chapter specifically discusses research integrity in the context of a MOOC entitled Ethical Information and Communication Technologies for Development Solutions.

Use of Augmented Reality a New Vision on the Massive Open Online Courses

2016 ◽  
pp. 254-271
Author(s):  
Julio Ponce ◽  
Francisco Ornelas ◽  
Francisco Álvarez ◽  
Beatriz Toscano
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Primary Objective ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Support Tool ◽  
Information And Communication ◽  
New Vision

This study explains the importance of use Augmented Reality in education and how it can be used on the Massive Open Online Courses (MOOCs) in order to improve specific advantages. Augmented reality (AR) is an area that mixes real-world images, whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This study further shows the development tools, application areas, and results obtained through augmented reality in the education, as a support tool to achieve the primary objective of education, which is learning through the use of MOOCs, making it a more attractive with the use of information and communication technologies. Currently there is a great variety of applications that use the augmented reality in areas such as medicine, military, education, among others.

Massive Open Online Courses: A Source of Effective Professional Development for In-service Teachers

2021 ◽  
Vol 19 (2) ◽  
pp. 112-144
Author(s):  
Camille Berry ◽  
Avalloy McCarthy-Curvin ◽  
Sharon Bramwell-Lalor ◽  
Schontal Moore ◽  
Mairette Newman ◽  
...  
Keyword(s):  
Professional Development ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Knowledge And Skills ◽  
American Teacher ◽  
The Caribbean ◽  
Education Network ◽  
Research Show ◽  
Effective Source

The ever-changing needs of society justify the necessity for teachers to engage in continuous learning. Teachers are encouraged to participate in professional development activities that will help them develop the knowledge and skills that are required to meet the needs of a 21st century society. It is recognised that access to professional development has increased since Massive Open Online Courses (MOOCs) became an option for in-service teachers who traditionally found it difficult to access certain professional development activities because of distance and lack of convenience.A survey was administered to 72 respondents to capture the experiences of in-service teachers from the Caribbean, who participated in a MOOC offered by the Inter-American Teacher Education Network (ITEN). The survey explored the MOOC participants’ perception of the MOOC as a source of professional development, as well as the extent to which they applied the content learnt in the ITEN MOOC. The findings of this research show that 95% of the participants perceived the ITEN MOOC to be an effective source of professional development and were able to apply the content to their professional context. The findings further suggest that MOOCs across the globe provide an opportunity for in-service teachers to forge partnerships and establish learning communities that will improve their professional knowledge and skills.

scholarly journals The Implementation of Massive Open Online courses into Educational Processes at Russian Universities

2021 ◽  
Vol 30 (2) ◽  
pp. 3329-3341
Author(s):  
Tatiana Nikolaevna Bokova ◽  
Olga Aleksandrovna Kabanova
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Rapid Development ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Face To Face ◽  
Educational Processes ◽  
Information And Communication ◽  
Effective Use

Interest in massive open online courses (MOOCs) as a new resource for distance learning is due to the rapid development of information and communication technologies within the framework of education. The 2000s precipitated the development of e-learning in the direction of open learning opportunities which resulted in the phenomenon known as MOOCs. MOOCs are now a widespread and accepted means of higher education which implies interactive online learning. Therefore, it is relevant to define the most appropriate form of MOOC integration, to study the contemporary experiences of MOOC implementation into higher education along with analysing the experience of using online courses within the context of face-to-face classes. This study observes the development of MOOCs by using comparative analysis and literature examination to reveal some accepted blended learning models for higher education. This paper also attempts to show possible challenges and outcomes of MOOC integration into a face-to-face class. The findings are dedicated to effective use of massive open online courses in universities in Russia.

Use of Augmented Reality a New Vision on the Massive Open Online Courses

2018 ◽  
pp. 680-697
Author(s):  
Julio Ponce ◽  
Francisco Ornelas ◽  
Francisco Álvarez ◽  
Beatriz Toscano
Keyword(s):  
Augmented Reality ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Communication Technologies ◽  
Primary Objective ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Support Tool ◽  
Information And Communication ◽  
New Vision

This study explains the importance of use Augmented Reality in education and how it can be used on the Massive Open Online Courses (MOOCs) in order to improve specific advantages. Augmented reality (AR) is an area that mixes real-world images, whose elements are augmented by computer-generated sensory input such as sound, video, graphics or GPS data. This study further shows the development tools, application areas, and results obtained through augmented reality in the education, as a support tool to achieve the primary objective of education, which is learning through the use of MOOCs, making it a more attractive with the use of information and communication technologies. Currently there is a great variety of applications that use the augmented reality in areas such as medicine, military, education, among others.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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