The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Yet another perspectives about designing and implementing a MOOC
Chew, Sie Wai · Cheng, I-Ling · Chen, Nian-Shing

PublishedAugust 2016
SeriesLecture Notes in Educational Technology
Edition 1, Chapter 6, Pages 117–133
PublisherOpen education: From OERs to MOOCs, Springer-Verlag Berlin Heidelberg
EditorsJemni, Mohamed · Kinshuk · Khribi, Mohamed Koutheair

ABSTRACT
Massive Open Online Courses (MOOC) are rapidly growing, fulfilling the learning needs of learners these days. Video lectures and in-video learning activities are elements that distinctively differs MOOCs from other online courses. Hence, the recording and production process of these video lectures, along with insertion of learning activities are important to produce an efficient MOOC course and sustaining learners engagement. Furthermore, segmenting technics and structuring the course are other elements to consider in designing the course. Alongside, instructors are stimulated to think of new ways to adapt to the change in the learning needs of learners. Designing MOOCs as microcourses, team teaching, changing the roles of lecturers and students, utilizing existing materials, and OERs in MOOCs are some of the ideas and concepts to be considered. Some experience sharing on issues and challenges faced in operating MOOCs along with the proposals of potential solutions are also discussed in this chapter including the assessment of learners’ performance, administration of MOOCs, and credibility of MOOC certificates.

Keywords interactive learning activity · massive open online course · microcourse · MOOC · recording method · team teaching · video lecture

ISBNHardcover 978-3-662-52923-2
ISSNeBook 978-3-662-52925-6
RefereedYes
Rights© 2016 Springer International Publishing AG
DOI10.1007/978-3-662-52925-6_6
URLhttps://doi.org/10.1007%2F978-3-662-52925-6_6
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 24 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOCs and universities: Competitors or partners?
Ong, Beng Soo; Grigoryan, Ani
MOOC or ‘Massive Open Online Courses’ is the recent phenomenon in the education industry with the proliferation of players such as Coursera, Udacity, NovoEd, EdX, and Khan Academy. MOOCs are free to students, and ...
Match: massive open online course; MOOC

A descriptive statistical analysis of the profiles of massive open online course users and non-users in India
Trehan, Sangeeta; Joshi, Rakesh Mohan
The current paper presents our research regarding differences between massive open online course (MOOC) users and non-users. Extant literature, mostly in the Western and also Chinese contexts, has evidence regarding the ...
Match: massive open online course; MOOC

MOOCs: A learning journey
Smith, Becky; Eng, Min; Cheung, Simon K. S.; Fong, Joseph; et al.
MOOCs (Massive Open Online Courses) have been radically changing the direction of online education in the last few years. Although sharing many common features, there has been an emergence of two distinct varieties of ...
Match: massive open online course; MOOC

Report of the Massive Open Online Course on Blended Learning Practice (BLP MOOC 2 and 3)
Cleveland-Innes, Martha; Wilton, Daniel; Jensen-Tebb, Carmen; Ostashewski, Nathaniel
This is a combined report on the second and third offering of the Massive Open Online Course (MOOC) on Blended Learning Practice (BLP) organised by Athabasca University, Canada in collaboration with the Commonwealth of ...
Match: massive open online course

New models of open and distributed learning
Downes, Stephen; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
The last 100 years have seen a significant transformation in the way we understand teaching and learning. This chapter documents that change. We now understand that learning is neither merely the passive reception of ...
Match: massive open online course; MOOC

Architecture of a MOOC: Assessment
Prabhakar, T V
Week 2: Architecture of a MOOC, module 4 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL) in September 2014. This resource contains a video link, ...
Match: massive open online course; MOOC

MOOCs readiness
T Subramaniam, Thirumeni; Suhaimi, Nur Amalina Diyana; Latif, Latifah Abdol; Abu Kassim, Zorah; Fadzil, Mansor
This study seeks to investigate the readiness levels of adult students studying in Malaysian higher education institutions. The online questionnaire used in this study consists of 18 demographic variables and 43 items ...
Match: massive open online course; MOOC

MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses
Rodriguez, C. Osvaldo
Open online courses (OOC) with a massive number of students have represented an important development for online education in the past years. A course on artificial intelligence, CS221, at the University of Stanford ...
Match: massive open online course; MOOC

Improving learning in MOOCs through peer feedback: How is learning improved by providing and receiving feedback?
Jiao, Jianli; Yang, Yuqin; Zhong, Hongrui; Ren, Gaimei; et al.
As the "campus tsunami'' that is purportedly poised to change the face of higher education. Peer assessment has been adopted as a strategy to stimulate students' active engagement in learning in MOOCs. While it is ...
Match: massive open online course; MOOC

Developing a strategic approach to MOOCs
Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these ...
Match: massive open online course; MOOC