MOOCs (Massive Open Online Courses) as New Educational Technology
MOOCs (Massive Open Online Courses) as New Phenomenal Educational Technology. -- E-Learning has been
practiced for more than 10 years. The term “E-Learning” is described as the use of electronic medium to learn remotely. In practice, E-Learning
was less followed and inperson classroom-based didactic lectures were
identified as a major source of educating students.
However, with the time, technological development and
the trending sociological culture, E-Learning became a solution for the universities and institutions to deliver
education effectively and efficiently. Yet it was facing
major problems such as students often complaining the isolation, less
interactivity and less collaboration
which they used to have in face to face class room environments.
owever, in 2012, a new phenomenal educational technology was introduced as MOOCs
(Massive Open Online Courses). MOOCs are
trending because it opened educational opportunities for many who cannot afford education offered by elite universities for free of charge,
resulting thousands of enrollments to online courses.
In 2012, New York times pronounced the year of MOOCs since giant MOOC players were introduced, such as edX, Coursera and Udacity. However, by 2016,
MOOCs trends were identified to be fading.
The pedagogy of the MOOC typically includes small chunks of video lectures, formative quizzes, self-graded and peer graded assignments and discussion forums. Many researchers have identified that MOOCs provides a sound pedagogy and enhances the opportunities to learn. However, with the time (4 years since its introduction), some researchers questioned the quality of actual learner experience.
They are skeptical of
the MOOCs and claim that it directs to the pedagogically failed didactic education (Daniel, 2012). They argue that the learner is focused on
lecture based learning where platform does not
facilitate or encourage the skills required for 21st century such as critical
thinking, collaborative learning. Many MOOCs found to be
having only 15% completion rate leaving many learners unsuccessful to complete courses (Bali, 2014).
Many researchers
attempt to address the MOOC completion rates issue by increasing interactivity or improving assessment with interventions. However, those will be a
short patch for a broader problem. The broader
problem is “How can we improve the effectiveness of learning experience in
MOOCs?” This broader question can address by few objective
questions: What factors affects the effectiveness of MOOCs? How can we measure the improvement of effectiveness? In what way
MOOCs platforms can be improved or what
solutions can be implemented and integrated into improve MOOCs platforms using the dimensions found above questions?
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