«Մասնակից:GrigorGB/Ավազարկղ»–ի խմբագրումների տարբերություն
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| Տող 45. | Տող 45. | ||
Հետագայում ստեղծվել են այլ զանգվածային բաց առցանց դասընթացներ մատուցողներ: Մարի Վաշինգթոնի համալսարանից Ջիմ Գրումը և Մայքլ Բրենսոնը Նյու Յորքի քաղաքային համալսարանի Յորք քոլեջից, տեղակայել են զանգվածային բաց առցանց դասընթացները մի քանի համալսարաններում: Սկզբնական զանգվածային բաց առցանց դասընթացները հիմնված չէին տեղադրված նյութերի, ուսուցման կառավարման համակարգերի և այնպիսի համակարգերի վրա, որոնք համատեղում են ուսուցման կառավարման համակարգերը ավելի ազատ ինտերնետային ռեսուրսների հետ<ref name=Masters2011>{{cite journal|last=Masters|first=Ken|title=A brief guide to understanding MOOCs|journal=The Internet Journal of Medical Education|year=2011|volume= 1|issue=Num. 2|url=http://ispub.com/IJME/1/2/10995}}</ref>: Զանգվածային բաց առցանց դասընթացները, որպես մասնավոր և ոչ առևտրային ինստիտուտներ, կարևորում էին հանրահայտ ֆակուլտետների դասախոսներին և ընդլայնում առկա հեռահար ուսուցման առաջարկները (օրինակ՝ ձայնագրություններ) դաձնելով դրանք անվճար և ազատ առցանց<ref>The College of St. Scholastica, "[http://go.css.edu/learn Massive Open Online Courses]", (2012)</ref>: |
Հետագայում ստեղծվել են այլ զանգվածային բաց առցանց դասընթացներ մատուցողներ: Մարի Վաշինգթոնի համալսարանից Ջիմ Գրումը և Մայքլ Բրենսոնը Նյու Յորքի քաղաքային համալսարանի Յորք քոլեջից, տեղակայել են զանգվածային բաց առցանց դասընթացները մի քանի համալսարաններում: Սկզբնական զանգվածային բաց առցանց դասընթացները հիմնված չէին տեղադրված նյութերի, ուսուցման կառավարման համակարգերի և այնպիսի համակարգերի վրա, որոնք համատեղում են ուսուցման կառավարման համակարգերը ավելի ազատ ինտերնետային ռեսուրսների հետ<ref name=Masters2011>{{cite journal|last=Masters|first=Ken|title=A brief guide to understanding MOOCs|journal=The Internet Journal of Medical Education|year=2011|volume= 1|issue=Num. 2|url=http://ispub.com/IJME/1/2/10995}}</ref>: Զանգվածային բաց առցանց դասընթացները, որպես մասնավոր և ոչ առևտրային ինստիտուտներ, կարևորում էին հանրահայտ ֆակուլտետների դասախոսներին և ընդլայնում առկա հեռահար ուսուցման առաջարկները (օրինակ՝ ձայնագրություններ) դաձնելով դրանք անվճար և ազատ առցանց<ref>The College of St. Scholastica, "[http://go.css.edu/learn Massive Open Online Courses]", (2012)</ref>: |
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=== Recent developments === |
=== Recent developments === |
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| Տող 57. | Տող 59. | ||
According to [[The New York Times]], 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including [[Coursera]], [[Udacity]], and [[edX]].<ref name=pappano>{{cite web|last=Pappano|first=Laura|title=The Year of the MOOC|url=http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0|publisher=The New York Times|accessdate=18 April 2014}}</ref><ref name="educationdive.com">Smith, Lindsey "[http://www.educationdive.com/news/5-mooc-providers/44506/ 5 education providers offering MOOCs now or in the future]". 31 July 2012.</ref> |
According to [[The New York Times]], 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including [[Coursera]], [[Udacity]], and [[edX]].<ref name=pappano>{{cite web|last=Pappano|first=Laura|title=The Year of the MOOC|url=http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=all&_r=0|publisher=The New York Times|accessdate=18 April 2014}}</ref><ref name="educationdive.com">Smith, Lindsey "[http://www.educationdive.com/news/5-mooc-providers/44506/ 5 education providers offering MOOCs now or in the future]". 31 July 2012.</ref> |
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==== North America ==== |
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Several well-financed American providers emerged, associated with top universities, including [[Udacity]], [[Coursera]], [[edX]],<ref name="educationdive.com"/> |
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In the fall of 2011 Stanford University launched three courses.<ref name=NYT71712>{{cite news |title=Top universities test the online appeal of free |url=http://www.nytimes.com/2012/07/18/education/top-universities-test-the-online-appeal-of-free.html |accessdate=18 July 2012|newspaper=The New York Times|date=17 July 2012|author=Richard Pérez-Peña}}</ref> The first of those courses was ''Introduction Into AI'', launched by [[Sebastian Thrun]] and [[Peter Norvig]]. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by [[Andrew Ng]] and [[Jennifer Widom]]. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and [[Daphne Koller]] and [[Andrew Ng]] launched Coursera. Coursera subsequently announced university partnerships with [[University of Pennsylvania]], [[Princeton University]], [[Stanford University]] and [[The University of Michigan]]. |
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Concerned about the commercialization of online education, MIT created the not-for-profit MITx. The inaugural course, 6.002x, launched in March 2012. [[Harvard]] joined the group, renamed [[edX]], that spring, and [[University of California, Berkeley]] joined in the summer. The initiative then added the [[University of Texas System]], [[Wellesley College]] and [[Georgetown University]]. |
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In November 2012, the [[University of Miami]] launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the [[SAT]] Subject Test in biology.<ref>{{cite news |title=History of a revolution in e-learning |url=http://revistaeducacionvirtual.com/cronologia-de-la-revolucion-de-la-educacion-2012-desde-opencourseware-y-khan-hasta-coursera-wedubox-y-udacity/ |accessdate=10 August 2012|newspaper=Revista Educacion Virtual|author=Horacio Reyes}}</ref> |
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In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with [[San Jose State University]]. In May 2013 the company announced the first entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the [[Georgia Institute of Technology]], costing $7,000, a fraction of its normal tuition.<ref>{{cite web|url=http://www.forbes.com/sites/troyonink/2013/05/15/georgia-tech-udacity-shock-higher-ed-with-7000-degree/ |title=Georgia Tech, Udacity Shock Higher Ed With $7,000 Degree |publisher=Forbes |date=2012-04-18 |accessdate=2013-05-30}}</ref> |
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"Gender Through Comic Books," was a course taught by [[Ball State University]]'s Christina Blanch on [[Instructure]]'s Canvas Network, a MOOC platform launched in November 2012.<ref name=comicbook>{{cite web|last=Burlingame|first=Russ|title=Teaching Gender Through Comics With Christina Blanch, Part 1|url=http://comicbook.com/blog/2013/03/23/teaching-gender-through-comics-with-christina-blanch/|publisher=Comic Book}}</ref> The course used examples from [[comic books]] to teach academic concepts about gender and perceptions.<ref name=digitalspy>{{cite web|last=Armitage|first=Hugh|title=Christina Blanch (Gender Through Comic Books) on teaching with comics|url=http://www.digitalspy.com/comics/interviews/a454002/christina-blanch-gender-through-comic-books-on-teaching-with-comics.html|publisher=Digital Spy}}</ref> |
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In March 2013, Coursolve piloted a [[crowdsourced]] business strategy course for 100 organizations with the [[University of Virginia]].<ref>{{cite web|author=Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox |url=http://blogs.hbr.org/cs/2013/07/a_new_use_for_moocs_real-world.html |title=A New Use for MOOCs: Real-World Problem Solving |publisher=Harvard Business Review blog |date=2013-07-04 |accessdate=2013-07-08}}</ref> A data science MOOC began in May 2013.<ref>{{cite web|url=http://trust.guidestar.org/2013/04/25/connect-with-students-to-mooc-source-your-data/ |title=Connect with students to "MOOC-source" your data |publisher=GuideStar Trust blog |date=2013-04-25 |accessdate=2013-07-08 |author=Amit Jain}}</ref> |
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In May 2013 Coursera announced free e-books for some courses in partnership with [[Chegg]], an online textbook-rental company. Students would use Chegg's [[e-reader]], which limits copying and printing and could use the book only while enrolled in the class.<ref name=etext>{{cite news|last=New|first=Jake|title=Partnership Gives Students Access to a High-Price Text on a MOOC Budget|url=http://chronicle.com/article/Partnership-Gives-Students/139109/|accessdate=14 May 2013|newspaper=Chronicle of Higher Education|date=8 May 2013}}</ref> |
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In June 2013, the [[University of North Carolina at Chapel Hill]] launched Skynet University,<ref>{{cite web|title=Skynet University|url=http://skynet.unc.edu/introastro/faqs}}</ref> which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of [[robotic telescope]]s, including those in the Chilean Andes and Australia. It incorporates [[YouTube]],<ref>{{cite web|title=Skynet University on YouTube|url={{youtube user|introastro|Introduction to Astronomy}}}}</ref> [[Facebook]]<ref>{{cite web|title=Skynet on Facebook|url={{facebook page|SkynetRTN}}}}</ref> and [[Twitter]].<ref>{{cite web|title=Skynet on Twitter|url={{twitter.com|SkynetRTN}}}}</ref> |
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In September 2013, edX announced a partnership with Google to develop Open edX, an [[open source]] platform and its MOOC.org, a site for non-[[xConsortium]] groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.<ref>{{cite web|url=https://www.edx.org/alert/edx-announces-partnership-google/1115 |title=Announces Partnership with Google to Expand Open Source Platform |publisher=edX |date=2013-09-10 |accessdate=2013-10-13}}</ref> |
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EdX currently offers 94 courses from 29 institutions around the world (as of November 2013). During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.<ref name="SA31313" /> Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, was the largest MOOC to date. |
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Some organisations operate their own MOOCs – including Google's Power Search. As of February 2013 dozens of universities had affiliated with MOOCs, including many international institutions.<ref name="NYT022013">{{cite news|title=Universities Abroad Join Partnerships on the Web|url=http://www.nytimes.com/2013/02/21/education/universities-abroad-join-mooc-course-projects.html|accessdate=21 February 2013|newspaper=The New York Times|date=20 February 2013|author=Tamar Lewin}}</ref><ref name=CHE022113>{{cite news|title=Competing MOOC Providers Expand into New Territory—and Each Other's|url=http://chronicle.com/blogs/wiredcampus/competing-mooc-providers-expand-into-new-territory-and-each-others/42463|accessdate=21 February 2013|newspaper=The Chronicle of Higher Education|date=21 February 2013|author=Steve Kolowich|format=blog by expert journalist}}</ref> |
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As of May 2014, more than 900 MOOCs are offered by US universities and colleges: [[List of MOOCs offered by US universities]]. |
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==== Asia ==== |
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Schools in Japan provide MOOCs.<ref>{{cite web|url=http://schoo.jp/ |title=schoo（スクー） WEB-campus |publisher=Schoo.jp |accessdate=2013-10-13}}</ref><ref name="CHE8513"/> |
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The first MOOC in Malaysia was offered by [[Taylor's University]] in March 2013. This MOOC can be found at https://www.openlearning.com/courses/Entrepreneurship . The MOOC was titled "Entrepreneurship" and it attracted students from 115 different countries. Following this successful MOOC, Taylor's University launched the second MOOC titled "Achieving Success with Emotional Intelligence" https://www.openlearning.com/courses/Success<ref>1. Al-Atabi, M.T. and DeBoer, J. 2014 "Teaching Entrepreneurship using Massive Open Online Course (MOOC)." Technovation. In Press.</ref> in July 2013. In August 2013, Universitas Ciputra Entrepreneurship Online (UCEO) launched first MOOC in Indonesia with the first course entitled Entrepreneurship Ciputra Way.<ref>{{cite web | title = Kuliah? Di UCEO saja|publisher=Bisnis.com |author=Inda Marlina|date = 2013-08-24 |accessdate=2013-10-23| url = http://news.bisnis.com/read/20130824/255/158567/kuliah-di-uceo-saja}}</ref><ref>{{cite web | title = |
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Mau Belajar Jadi Pengusaha Secara Gratis? Ini Caranya|publisher=detik.com|author=Wiji Nurhayat| date = 2013-08-25 |accessdate=2013-10-23| url = http://finance.detik.com/read/2013/08/25/103637/2339721/4/mau-belajar-jadi-pengusaha-secara-gratis-ini-caranya}}</ref> With over 20,000 registered members, the course offered insights on how to start a business, and was delivered in Indonesian. |
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==== Europe ==== |
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In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.<ref name="VihavainenMOOC2012">{{Cite doi|10.1145/2380552.2380603}}</ref> The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.<ref name="VihavainenMOOC2012"/><ref>{{cite web|title=MOOC dot Fi - Massive Open Online Courses|url=http://mooc.fi|website=http://mooc.fi}}</ref> At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there has been over 8000 participants in their MOOCs altogether.<ref>{{cite web|last1=Kurhila|first1=Jaakko|title=Experiences from running a programming MOOC in Finland|url=http://www.aalto.fi/en/current/events/digi_breakfast_on-e-learning_and_moocs/|website=http://www.aalto.fi/en/current/events/digi_breakfast_on-e-learning_and_moocs/|accessdate=27 August 2014}}</ref> |
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In February 2012, ex-Nokia employees in Finland based CBTec launched Eliademy.com,<ref>http://www.Eliademy.com</ref> based on the Open Source [[Moodle]] [[Virtual learning environment]].<ref name="techcrunch1">{{cite web|author=Tuesday, 12 March 2013 |url=http://techcrunch.com/2013/03/12/eliademy/ |title=MeeGo To MOOCs, Ex-Nokians Launch Eliademy To Put Education In The Cloud |publisher=TechCrunch |date=2013-03-12 |accessdate=2013-10-13}}</ref> The site is localized to more than 19 languages (including Latin), designed for mobile use.<ref name="techcrunch1"/><ref>{{cite web|author=Sotiris says: |url=http://www.moodlenews.com/2013/another-look-at-eliademy-a-free-alternative-to-moodle/ |title=Another Look at Eliademy, a cloud-based alternative to Moodle | Moodle News |publisher=Moodlenews.com |date=2013-08-02 |accessdate=2013-10-13}}</ref> |
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In late 2012, the UK's [[Open University]] launched a British MOOC provider, [[Futurelearn]], as a separate company<ref>{{cite web|author=Claire Shaw |url=http://www.guardian.co.uk/higher-education-network/blog/2012/dec/20/futurelearn-uk-moocs-martin-bean |title=FutureLearn is UK's chance to 'fight back', says OU vice-chancellor | Higher Education Network | Guardian Professional |publisher=Guardian |date=2012-12-20|accessdate=2013-05-30}}</ref> including provision of MOOCs from non-university partners.<ref>{{cite web|author=Tuesday, 19 February 2013 |url=http://techcrunch.com/2013/02/19/u-k-moocs-alliance-futurelearn-adds-five-more-universities-and-the-british-library-now-backed-by-18-partners/ |title=U.K. MOOCs Alliance, Futurelearn, Adds Five More Universities And The British Library — Now Backed By 18 Partners |publisher=TechCrunch |date=2013-02-19|accessdate=2013-05-30}}</ref> |
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On 15 March 2012 Researchers Dr. Jorge Ramió and Dr. Alfonso Muñoz from Universidad Politécnica de Madrid successfully launched the first Spanish MOOC titled Crypt4you.{{Citation needed|reason=reliable source needed for the whole sentence|date=August 2013}} |
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[[iversity]] is a MOOC provider in Germany.<ref name=NYT022013/> With over 82,000 students (Nov 2013) iversity's "The Future of Storytelling" is Europe's largest MOOC to date. |
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OpenupEd<ref>[http://www.openuped.eu/ OpenupEd]</ref> is a supranational platform, founded with support of the [[European Union]] (EU).<ref name=CHE8513>{{cite news|title=American MOOC Providers Face International Competition|url=https://chronicle.com/blogs/wiredcampus/american-mooc-providers-face-international-competition/44637|accessdate=8 July 2013|newspaper=The Chronicle of Higher Education|date=5 July 2013|author=Sara Grossman}}</ref> |
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In Ireland [[ALISON (company)|ALISON]] provides free online certificate/diploma courses to two 2 million learners worldwide.<ref name="CHE8513"/> ALISON was shortlisted in June 2013 by London–based [[education technology]] company Edxus Group and specialist media and advisory firm IBIS Capital, as one of the 'top 20 e-learning companies in Europe' as judged by an expert panel.<ref name=EDXUS>{{cite web|title=Europe's 20 Fastest Growing And Most Innovative E-Learning Companies Named|url=http://edxusgroup.com/europes-20-fastest-growing-and-most-innovative-e-learning-companies-named-2/|work=Edxus Group News|publisher=Edxus Group|accessdate=1 August 2013}}</ref> |
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In the UK of summer 2013, [http://www.physio-pedia.com/ Physiopedia] ran their first MOOC regarding [http://www.physio-pedia.com/Professional_Ethics_Course/ Professional Ethics] in collaboration with [http://www.uwc.ac.za/Faculties/CHS/physiotherapy/Pages/default.aspx/ University of the Western Cape] in South Africa. This was followed by a second course in 2014, [http://www.physio-pedia.com/Physiotherapy_Management_of_Spinal_Cord_Injuries/ Physiotherapy Management of Spinal Cord Injuries], which was accredited by the [http://www.wcpt.org/ WCPT] and attracted approximately 4000 participants with a 40% completion rate. [http://www.physio-pedia.com/ Physiopedia] is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide. |
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In October 2013, the French government announced the creation of [http://www.france-universite-numerique.fr/ France Universite Numerique] (FUN), a French public alternative to existing solutions. French business schools have begun launching their own MOOCs, the first being supervised by [[Alberto Alemanno]]. |
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==== Australia ==== |
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On 15 October 2012 The [[University of New South Wales]] launched UNSW Computing 1, the first Australian MOOC.<ref>{{cite web|url=http://www.afr.com/p/national/education/brave_new_free_online_course_for_M7usoay0z7L30BKu3EhIWN |title=Brave new free online course for UNSW |publisher=Afr.com |accessdate=3 June 2013}}</ref> The course was initiated [[OpenLearning]], an online learning platform developed in Australia, which provides features for group work, automated marking, collaboration and [[gamification]].<ref>{{cite web|last=Bernhardt|first=Ingo|title=http://theconversation.com/openlearning-launches-into-competitive-moocs-market-10155|url=http://theconversation.com/openlearning-launches-into-competitive-moocs-market-10155|publisher=The Conversation|accessdate=3 December 2013}}</ref> |
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In March 2013 the Open2Study platform was set up in Australia.<ref>{{cite web|url=http://www.prnewswire.co.uk/news-releases/australia-sets-the-scene-for-free-online-education-199244401.html |title=PR Newswire UK: Australia sets the scene for free online education - MELBOURNE, Australia, 20 March 2013 /PRNewswire/ |location=australia |publisher=Prnewswire.co.uk |accessdate=2013-05-30}}</ref><ref>{{cite web|url=http://theconversation.com/the-aussie-coursera-a-new-homegrown-mooc-platform-arrives-12949|title=The Aussie Coursera? A new homegrown MOOC platform arrives |publisher=Theconversation.com|accessdate=2013-05-30}}</ref> |
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In July 2013 the Wicking Centre at the [[University of Tasmania]] launched ''Understanding Dementia'', the world's first Dementia MOOC. With one of the world's highest completion rates (39%),<ref>{{cite web|url=http://www.katyjordan.com/MOOCproject.html |title=MOOC Completion Rates|publisher=katyjordan.com |accessdate=2014-03-19}}</ref> the course was recognized in the journal [[Nature (journal)|Nature]].<ref>{{cite web|url=http://www.nature.com/nature/journal/v505/n7481/full/505026a.html |title=Online education: Targeted MOOC captivates students |publisher=Nature |accessdate=2014-03-19}}</ref> |
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==== Latin America ==== |
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In 18 June 2012, Ali Lemus from [[Galileo University]]<ref>{{cite web|url=http://www.galileo.edu/ |title=Universidad Galileo |publisher=Galileo.edu |accessdate=2013-10-13}}</ref> launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"<ref>{{cite web|url=http://www.galileo.edu/fisicc/courseware/api-iphone/ |title=Desarrollando Aplicaciones para iPhone y iPad | FISICC |publisher=Galileo.edu |accessdate=2013-10-13}}</ref> This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.<ref>{{cite web|url=http://www.dotlrn.org/ |title=LRN Home |publisher=Dotlrn.org |accessdate=2013-10-13}}</ref> |
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Startup Veduca<ref>{{cite web|url=http://www.veduca.com.br/home/index |title=Educação de qualidade ao alcance de todos |publisher=Veduca |date=2013-08-11 |accessdate=2013-10-13}}</ref> launched the first MOOCs in Brazil, in partnership with the [[University of São Paulo]] in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.<ref>Latin America's First MOOC (17 June 2013). https://www.edsurge.com/n/2013-06-17-latin-america-s-first-mooc (Retrieved 2 July 2013).</ref> In the first two weeks following the launch at [[Polytechnic School of the University of São Paulo]], more than 10,000 students enrolled.<ref name="CHE8513"/><ref>Primeiro curso superior virtual da América Latina já soma 10 mil inscritos (28 June 2013). http://noticias.terra.com.br/educacao/primeiro-curso-superior-virtual-da-america-latina-ja-soma-10-mil-inscritos,2a26b78c2b28f310VgnCLD2000000ec6eb0aRCRD.html (Retrieved 2 July 2013).</ref> |
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Startup Wedubox (Finalist at MassChallenge 2013) <ref>{{cite web|url=http://masschallenge.org/blog/wedubox-and-masschallenge-0 |title=Wedubox first massive online platform in Latam and MassChallenge |publisher=MassChallenge |date=2013-08-11 |accessdate=2013-10-13}}</ref> launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch. |
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=== Related educational practices and courses === |
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MOOCs can vary by criterion such as being for profit/non-profit or being taught by professors from universities and organizations. [[Khan Academy]], [[Peer-to-Peer University]] (P2PU), [[Udemy]], and [[Course Hero]] are viewed as similar to MOOCs work outside the university system or emphasize individual self-paced lessons.<ref name="CETIS78">Yuan, Li, and Stephen Powell. [http://publications.cetis.ac.uk/2013/667 MOOCs and Open Education: Implications for Higher Education White Paper]. University of Bolton: CETIS, 2013. pp. 7–8.</ref><ref name=Chronicle>{{cite news|title=What You Need to Know About MOOCs|url=http://chronicle.com/article/What-You-Need-to-Know-About/133475/|accessdate=14 March 2013|newspaper=[[Chronicle of Higher Education]]}}</ref><ref name=DavidBornstein>{{cite news|title=Open Education for a global economy|url=http://opinionator.blogs.nytimes.com/2012/07/11/open-education-for-a-global-economy}}</ref> Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and [[intellectual property rights]].<ref>{{cite web|url=https://www.udemy.com/teach |title=Teach Online - Join the 1000s of Instructors Teaching on Udemy! |publisher=Udemy.com |accessdate=2013-10-13}}</ref><ref>{{cite web|last=Carey |first=Kevin |url=http://chronicle.com/article/Revenge-of-the-Underpaid/131919/ |title=Revenge of the Underpaid Professors |work=The Chronicle of Higher Education |date=2012-05-20 |accessdate=2013-10-13}}</ref> |
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== Structures and instructional design approaches == |
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{{external media | width = 210px | align = right |
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| headerimage=[[File:Duke Chapel spire.jpg|210px]] |
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| video1 = {{youtube|id=JKbPNx2TSgM|title=10 Steps to Developing an Online Course: Walter Sinnott-Armstrong}}, [[Duke University]]<ref name="Duke U">{{cite web | title =10 Steps to Developing an Online Course: Walter Sinnott-Armstrong | work = | publisher =[[Duke University]] | url ={{youtube|id=JKbPNx2TSgM}} | accessdate =20 March 2013 }}</ref> |
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| video2 = [http://www.slideshare.net/gsiemens/designing-and-running-a-mooc Designing, developing and running (Massive) Online Courses] by [[George Siemens]], [[Athabasca University]]<ref name="Atha U">{{cite web | title =Designing, developing and running (Massive) Online Courses by George Siemens | work = | publisher =[[Athabasca University]] | date =12 September 2012 | url =http://www.slideshare.net/gsiemens/designing-and-running-a-mooc | accessdate =26 March 2013 }}</ref> }} |
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Many MOOCs use video [[lecture]]s, employing the old form of teaching using a new technology.<ref name=EReality>{{cite news|last=Shirky|first=Clay|title=MOOCs and Economic Reality|url=http://chronicle.com/blogs/conversation/2013/07/08/moocs-and-economic-reality/|accessdate=8 July 2013|newspaper=The Chronicle of Higher Education|date=8 July 2013}}</ref> [[Sebastian Thrun|Thrun]] testified before the [[President’s Council of Advisors on Science and Technology]] (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".<ref name="Librarians and the Era of the MOOC">{{cite news|title=Librarians and the Era of the MOOC|url=http://www.scilogs.com/scientific_and_medical_libraries/librarians-and-the-era-of-the-mooc/|accessdate=11 May 2013|journal=[[Nature.com]]|date=9 May 2013}}</ref> |
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Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are: |
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* Peer-review and group collaboration |
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* Automated feedback through objective, online assessments, e.g. quizzes and exams |
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So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.<ref>Carson, Steve. "[http://tofp.wordpress.com/2012/07/23/what-we-talk-about-when-we-talk-about-automated-assessment/ What we talk about when we talk about automated assessment]" 23 July 2012</ref> This marks a key distinction between [[Massive open online course#Connectivist design|cMOOCs]] where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, EdX) and represents that the MOOC is designed to be in addition to something else (university courses for example).<ref name="xMOOC def">{{cite web | url=https://plus.google.com/109526159908242471749/posts/LEwaKxL2MaM | title=What the 'x' in 'xMOOC' stands for | date=9 April 2013 | accessdate=17 May 2014 | author=Downes, Stephen}}</ref> |
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An emerging trend in MOOCs is the use of nontraditional textbooks such as [[graphic novels]] to improve knowledge retention.<ref>{{cite web|last=Price|first=Matthew |url=http://newsok.com/first-massive-open-online-course-at-university-of-oklahoma-to-feature-graphic-novel/article/3759503?custom_click=lead_story_title |title=First massive open online course at University of Oklahoma to feature graphic novel |publisher=The Oklahoman |date=1 March 2013 |accessdate=2013-03-01}}</ref> Others view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook," according to David Finegold of [[Rutgers University]].<ref>{{cite web|last=Young|first=Jeffrey R.|title=The Object Formerly Known as the Textbook|url=http://chronicle.com/article/Dont-Call-Them-Textbooks/136835/|publisher=[[Chronicle of Higher Education]]|accessdate=14 March 2013|date=27 January 2013}}</ref> |
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=== Connectivist design === |
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[[File:Figure 1 MOOCs and Open Education Timeline p6.jpg|thumb|left || upright=1.6|Development of MOOC providers<ref>[http://publications.cetis.ac.uk/2013/667 Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013. p.6]</ref>]] |
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As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, [[Stephen Downes]] proposed the terms "cMOOC" and "xMOOC".<ref>{{cite web|last=Siemens|first=George |url=http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/ |title=MOOCs are really a platform |publisher=Elearnspace |accessdate=2012-12-09}}</ref> A third type, the "vMOOC", has been suggested<ref>{{cite web|last=Wise|first=James |url=http://thinkoutloudclub.com/six-tools-help-vocational-mooc-development/ |title=Six tools to help vocational MOOC development |publisher=ThinkOutLoudClub |accessdate=2012-03-28}}</ref> to describe [[Vocational education|vocational]] MOOCs, that would require [[Simulations#Computer simulation|simulations]] and related technologies to teach and assess practical skills and abilities. |
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Such instructional design approaches attempt to connect learners to each other to answer questions and/or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.<ref>{{cite web|url={{youtube|idv=VMfipxhT_Co}} |title=George Siemens on Massive Open Online Courses (MOOCs) |publisher=YouTube |date= |accessdate=2012-09-18}}</ref> |
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==== Principles ==== |
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Connectivist MOOCs are based on principles from [[Connectivism|connectivist pedagogy]]:<ref>Downes, Stephen [http://www.huffingtonpost.com/stephen-downes/connectivism-and-connecti_b_804653.html "'Connectivism' and Connective Knowledge"], Huffpost Education, 5 January 2011, accessed 27 July 2011</ref><ref>Kop, Rita [http://www.irrodl.org/index.php/irrodl/article/view/882 "The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course"], International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 22 November 2011</ref><ref>Bell, Frances [http://www.irrodl.org/index.php/irrodl/article/view/902/1664 "Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning"], International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 31 July 2011</ref><ref>Downes, Stephen. [http://it.coe.uga.edu/itforum/paper92/paper92.html "Learning networks and connective knowledge"], Instructional Technology Forum, 2006, accessed 31 July 2011</ref> |
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# ''Aggregation''. Enable content to be produced in different places and aggregated as a newsletter or a web page accessible to participants. |
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# ''[[Remix#Broader context|Remixing]]'' associates materials created within the course with each other and with other materials. |
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# ''Re-purposing'' of aggregated and remixed materials to suit the goals of each participant. |
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# ''Feeding forward'', sharing of re-purposed ideas and content with other participants and the rest of the world. |
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An earlier list (2005) of Connectivist principles from Siemens:<ref>{{cite web|url=http://www.irrodl.org/index.php/irrodl/article/view/934 |title=Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | Ravenscroft | The International Review of Research in Open and Distance Learning |publisher=Irrodl.org |accessdate=2012-09-18}}</ref> |
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# Learning and knowledge rest in diversity of opinions. |
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# Learning is a process of connecting specialised nodes or information sources. |
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# Learning may reside in non-human appliances. |
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# Capacity to learn is more critical than what is currently known. |
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# Nurturing and maintaining connections is needed to facilitate learning. |
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# Ability to see connections between fields, ideas and concepts is a core skill. |
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# Accurate, up-to-date knowledge is the intent of all connectivist learning activities. |
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# Decision making is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.{{clarify|date=October 2013}} |
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Ravenscroft claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.<ref name="Ravenscroft">Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning [http://www.irrodl.org/index.php/irrodl/article/view/934] Andrew Ravenscroft International Review of Research in Open and Distance Learning Vol. 12.3 March – 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK</ref><ref name="Mak Williams Mackness">S.F. John Mak, R. Williams, and J. Mackness, [http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mak.pdf Blogs and Forums as Communication and Learning Tools in a MOOC], Proceedings of the 7th International Conference on Networked Learning (2010)</ref> |
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=== Assessments === |
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Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the bricks-and-mortar version.<ref name="DoF 1">[http://degreeoffreedom.org/mooc-components-assessment/ Degree of Freedom – an adventure in online learning], ''MOOC Components – Assessment'', 22 March 2013.</ref> Special attention has been devoted to proctoring and cheating.<ref name=NYT030212>{{cite news|last=Eisenberg|first=Anne|title=Keeping an Eye on Online Test-Takers|url=http://www.nytimes.com/2013/03/03/technology/new-technologies-aim-to-foil-online-course-cheating.html?_r=1&|accessdate=19 April 2013|newspaper=New York Times|date=2 March 2013}}</ref> |
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The two most common methods of MOOC assessment are machine-graded multiple-choice quizzes or tests and peer-reviewed written assignments.<ref name="DoF 1"/> Machine grading of written assignments is also underway.<ref name="IHE 1"/> |
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Peer review is often based upon sample answers or [[Rubric (academic)|rubrics]], which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others<ref>{{cite web|last=Wong|first=Michael|title=Online Peer Assessment in MOOCs: Students Learning from Students|url=http://ctlt.ubc.ca/2013/03/28/online-peer-assessment-in-moocs-students-learning-from-students/|work=Centre for Teaching, Learning and Technology Newsletter|publisher=University of British Columbia|accessdate=20 April 2013|date=28 March 2013}}</ref> and become more engaged with the course.<ref name="in AIS Electronic Library AISeL">P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses," ''ICIS 2013 Proceedings'' (2013) pp. 1–21 [http://aisel.aisnet.org/icis2013/proceedings/BreakthroughIdeas/13/ in AIS Electronic Library (AISeL)]</ref> Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A." allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.<ref name=NYT030212/> |
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Special techniques such as [[Computerized adaptive testing|adaptive testing]] may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly. |
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===Lecture design=== |
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A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos. |
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==Completion rates== |
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Completion rates are typically lower than 10%, with a steep participation drop starting in the first week. In the course ''Bioelectricity, Fall 2012'' at Duke University, 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.<ref>{{cite web|last=Catropa|first=Dayna|title=Big (MOOC) Data|url=http://www.insidehighered.com/blogs/stratedgy/big-mooc-data|work=Inside Higher Ed|accessdate=27 March 2013|date=24 February 2013}}</ref><ref>{{cite web|last=Jordan|first=Katy|title=MOOC Completion Rates: The Data|url=http://www.katyjordan.com/MOOCproject.html|accessdate=23 April 2013}}</ref> |
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Early data from Coursera suggest a completion rate of 7%–9%.<ref name=KatW>{{cite web|title=MOOCs on the Move: How Coursera Is Disrupting the Traditional Classroom|url=http://knowledge.wharton.upenn.edu/article.cfm?articleid=3109|work=Knowledge @ Wharton|publisher=University of Pennsylvania|accessdate=23 April 2013|format=text and video|date=7 November 2012}}</ref> Most registered students intend to explore the topic rather than complete the course, according to Koller and Ng. The completion rate for students who complete the first assignment is about 45 percent. Students paying $50 for a feature designed to prevent cheating on exams have completion rates of about 70 percent.<ref name=dropout>{{cite news|last=Kolowich|first=Steve|title=Coursera Takes a Nuanced View of MOOC Dropout Rates|url=http://chronicle.com/blogs/wiredcampus/coursera-takes-a-nuanced-view-of-mooc-dropout-rates/43341|accessdate=19 April 2013|newspaper=The Chronicle of Higher Education|date=8 April 2013}}</ref> |
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One online survey published a "top ten" list of reasons for dropping out.<ref name="Open culture 1">{{cite web|title=MOOC Interrupted: Top 10 Reasons Our Readers Didn’t Finish a Massive Open Online Course|url=http://www.openculture.com/2013/04/10_reasons_you_didnt_complete_a_mooc.html|work=Open Culture|accessdate=21 April 2013}}</ref> These were that the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and trolling on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.<ref name="in AIS Electronic Library AISeL"/> Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. |
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Providers are exploring multiple techniques to increase the often single-digit completion rates in many MOOCs. |
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===Human interaction=== |
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"The most important thing that helps students succeed in an online course is interpersonal interaction and support," says Shanna Smith Jaggars, assistant director of [[Columbia University]]'s [[Community College Research Center]]. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.<ref name=wsj1013/> |
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Assigning mentors to students is another interaction-enhancing technique.<ref name=wsj1013/> In 2013 Harvard offered a popular class, ''The Ancient Greek Hero'', instructed by [[Gregory Nagy]] and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus online class discussion. The edX course registered 27,000 students.<ref name=NYT032513>{{cite news|title=Harvard Asks Graduates to Donate Time to Free Online Humanities Class By RICHARD PÉREZ-PEÑA Published:|url=http://www.nytimes.com/2013/03/26/education/harvard-asks-alumni-to-donate-time-to-free-online-course.html|accessdate=26 March 2013|newspaper=The New York Times|date=25 March 2013|author=Richard Perez-Pena}}</ref> |
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===Flipped classrooms=== |
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Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience," says Coursera's Ng.<ref name=wsj1013/> |
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===Encouragement=== |
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Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.<ref name=wsj1013/> |
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===Preliminaries=== |
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Some instructors make students begin with self-assessment surveys and videos. They asked, "What do you think it takes to be successful in online education, and do you feel that you are ready for it?" Asking those kinds of questions "improved the engagement right off the bat." |
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===Student fees=== |
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Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.<ref name=wsj1013/> |
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===Student scores=== |
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Research found that time spent on homework exercises was the largest grade predictor—more than time spent watching videos or reading. Among comparable students, one additional hour yielded a 2.2-point score increase on a 100-point scale (with a 60 required to pass). "Organizing the course around exercises and mental challenges is much more effective than around lectures", says [[Sebastian Thrun|Thrun]]. |
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== Industry == |
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MOOCs are widely seen as a major part of a larger [[disruptive innovation]] taking place in higher education.<ref name="avalanche">{{cite book|last=Barber|first=Michael|title=An Avalanche is Coming; Higher Education and the Revolution Ahead|publisher=[[Institute for Public Policy Research]] |location=London|page=71 |url=http://www.insidehighered.com/sites/default/server_files/files/FINAL%20Embargoed%20Avalanche%20Paper%20130306%20(1).pdf|authorlink=Sir Michael Barber|coauthors=Katelyn Donnelly, Saad Rizvi. Forward by [[Lawrence Summers]]|accessdate=14 March 2013|date=March 2013}}</ref><ref name="Times HE">{{cite news|last=Parr|first=Chris|title=Fund ‘pick-and-mix’ MOOC generation, ex-wonk advises|url=http://www.timeshighereducation.co.uk/news/fund-pick-and-mix-mooc-generation-ex-wonk-advises/2002535.article|accessdate=14 March 2013|newspaper=Times Higher Education (London)|date=14 March 2013}}</ref><ref>{{cite web|last=Watters|first=Audrey|title=Unbundling and Unmooring: Technology and the Higher Ed Tsunami|url=http://www.educause.edu/ero/article/unbundling-and-unmooring-technology-and-higher-ed-tsunami|work=Educause Review|accessdate=14 March 2013|date=5 September 2012}}</ref> In particular, the many services offered under traditional university business models are predicted to become [[unbundling|unbundled]] and sold to students individually or in newly formed bundles.<ref name=KCarey>{{cite web|last=Carey|first=Kevin|title=Into the Future With MOOC's|date=3 September 2012|url=http://chronicle.com/article/Into-the-Future-With-MOOCs/134080/|publisher=[[Chronicle of Higher Education]]|accessdate=20 March 2013}}</ref><ref name=NHarden>{{cite web|last=Harden|first=Nathan|title=The End of the University as We Know It|url=http://the-american-interest.com/article.cfm?piece=1352|publisher=The American Interest|accessdate=26 March 2013|date=January 2013}}</ref> These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, and/or placement separately from the current package of services.<ref name="avalanche"/><ref name=Zhu>{{cite web|last=Zhu|first=Alex|title=Massive Open Online Courses – A Threat Or Opportunity To Universities?|url=http://www.forbes.com/sites/sap/2012/09/06/massive-open-online-course-a-threat-or-opportunity-to-universities/|publisher=Forbes|accessdate=14 March 2013|date=6 September 2012}}</ref><ref name=Shirky>{{cite news|last=Shirky|first=Clay|title=Higher education: our MP3 is the mooc|url=http://www.guardian.co.uk/education/2012/dec/17/moocs-higher-education-transformation|accessdate=14 March 2013|newspaper=[[The Guardian]]|date=17 December 2012}}</ref> |
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James Mazoue, Director of Online Programs at [[Wayne State University]] describes one possible innovation: |
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{{Quote|The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.<ref name=Mazoue>{{cite web|last=Mazoue|first=James G.|title=The MOOC Model: Challenging Traditional Education|url=http://www.educause.edu/ero/article/mooc-model-challenging-traditional-education|publisher=EDUCAUSE Review Online|accessdate=26 March 2013|date=28 January 2013}}</ref>}} |
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But how universities will benefit by "giving our product away free online" is unclear.<ref name=NYT010613/> |
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{{quote|No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money.|James Grimmelmann, New York Law School professor<ref name=NYT010613>{{cite news|last=Lewin|first=Tamar|title=Students Rush to Web Classes, but Profits May Be Much Later|url=http://www.nytimes.com/2013/01/07/education/massive-open-online-courses-prove-popular-if-not-lucrative-yet.html|accessdate=6 March 2013|newspaper=[[New York Times]]|date=6 January 2013}}</ref> }} |
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=== Fee opportunities === |
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In the [[freemium]] business model the basic product – the course content – is given away free. "Charging for content would be a tragedy," said Andrew Ng. But "premium" services such as certification or placement would be charged a fee.<ref name=SA31313>{{cite journal|last=Waldrop|first=M. Mitchell|author2=Nature magazine|title=Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science|journal=Scientific American|date=13 March 2013|url=http://www.scientificamerican.com/article.cfm?id=massive-open-online-courses-transform-higher-education-and-science|accessdate=28 April 2013}}</ref> |
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Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.<ref name=NYT010613/> |
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{| class="wikitable" |
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|+ Overview of potential revenue sources for three MOOC providers<ref name="TechCrunch">{{cite web | title = Edukart Raises $500K To Bring Better Online Education To India And The Developing World | author= | publisher = [[TechCrunch]]| date = 2013-05-30 | url = http://techcrunch.com/2013/05/30/edukart-raises-500k-to-bring-better-online-education-to-india-and-the-developing-world/ | accessdate = 2013-09-16}}</ref><ref name="YourStory">{{cite web | title = Online education startup EduKart opens 25 franchisees to accelerate growth | author= Jubin Mehta | publisher = Your Story| date = 2013-02-13 | url = http://yourstory.in/2013/02/online-education-startup-edukart-opens-25-franchisees-to-accelerate-growth/ | accessdate = 2013-09-16}}</ref><ref name="CETIS">Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013.http://publications.cetis.ac.uk/2013/667, p.10</ref> |
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|- |
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! edX |
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! Coursera |
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! UDACITY |
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|- |
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| |
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* Certification |
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| |
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* Certification |
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* Secure assessments |
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* Employee recruitment |
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* Applicant screening |
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* Human tutoring or assignment marking |
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* Enterprises pay to run their own training courses |
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* Sponsorships |
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* Tuition fees |
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| |
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* Certification |
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* Employers paying to recruit talented students |
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* Students résumés and job match services |
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* Sponsored high-tech skills courses |
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|} |
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In February 2013 the [[American Council on Education]] (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.<ref name=WSJ020713>{{cite news|last=Korn|first=Melissa|title=Big MOOC Coursera Moves Closer to Academic Acceptance|url=http://online.wsj.com/article/SB10001424127887324906004578288341039095024.html|accessdate=8 March 2013|newspaper=[[Wall Street Journal]]|date=7 February 2013}}</ref> |
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The [[University of Wisconsin]] offered multiple, [[Competency-based learning|competency-based]] [[Bachelor's degree|bachelor's]] and [[Master's degree|master's]] degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit. ACE president Molly Corbett Broad called the UW Flexible Option program "quite visionary."<ref>{{cite web|url=http://sks.sirs.com.ezproxy.socccd.edu/cgi-bin/hst-article-display?id=SCA0984-0-1819&artno=0000348156&type=ART&shfilter=U&key=Competency+based+education&title=College+Degree%2C+No+Class+Time+Required&res=Y&ren=N&gov=Y&lnk=N&ic=N |title=Saddleback College Library |publisher=Sks.sirs.com.ezproxy.socccd.edu |accessdate=2013-10-13}}</ref> |
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As of 2013 few students had applied for college credit for MOOC classes. [[Colorado State University-Global Campus]] received no applications in the year after they offered the option.<ref name="no takers">{{cite web|last=Kolowich|first=Steve|title=A University's Offer of Credit for a MOOC Gets No Takers|url=http://chronicle.com/article/A-Universitys-Offer-of-Credit/140131/|work=Chronicle of Higher Education|accessdate=25 July 2013|date=8 July 2013}} Udacity, which is offering an online master's degree in computer science in partnership with Georgia Tech, reported in October 2013 that applications for the term starting in January 2014 were more than double the number of applications that Georgia Tech receives for its traditional program. {{cite web|last=Belkin|first=douglas|title= First-of-Its-Kind Online Master’s Draws Wave of Applicants|url=http://stream.wsj.com/story/latest-headlines/SS-2-63399/SS-2-368104/|accessdate=31 October 2013|date=30 October 2013}}</ref> |
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Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."<ref name=NYT012313>Tamar Lewin. [http://www.nytimes.com/2013/01/23/education/public-universities-to-offer-free-online-classes-for-credit.html Public Universities to Offer Free Online Classes for Credit]. 23 January 2013</ref> |
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While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit EdX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.<ref>{{cite web|last=Kolowich |first=Steve |url=http://chronicle.com/article/How-EdX-Plans-to-Earn-and/137433/ |title=How EdX Plans to Earn, and Share, Revenue From Free Online Courses - Technology - The Chronicle of Higher Education |publisher=Chronicle.com |date=2013-02-21 |accessdate=2013-05-30}}</ref> |
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=== Industry structure === |
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The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and [[venture capitalist]]s. ''[[The Chronicle of Higher Education]]'' lists the major providers as the non-profits [[Khan Academy]] and [[edX]], and the for-profits [[Udacity]] and [[Coursera]].<ref name="Major players">{{cite web|title=Major Players in the MOOC Universe|url=http://chronicle.com/article/The-Major-Players-in-the-MOOC/138817/#id=overview|work=Chronicle of Higher Education|accessdate=29 April 2013|date=29 April 2013}}</ref> |
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The larger non-profit organizations include the [[Bill & Melinda Gates Foundation]], the [[MacArthur Foundation]], the [[National Science Foundation]], and the [[American Council on Education]]. University pioneers include [[Stanford]], [[Harvard]], [[Massachusetts Institute of Technology|MIT]], the [[University of Pennsylvania]], [[California Institute of Technology|CalTech]], the [[University of Texas at Austin]], the [[University of California at Berkeley]], [[San Jose State University]]<ref name="Major players"/> and the Indian Institute of Technology, Bombay [[IIT Bombay]]. |
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Related companies include [[Google]] and educational publisher [[Pearson PLC]]. Venture capitalists include [[Kleiner Perkins Caufield & Byers]], [[New Enterprise Associates]] and [[Andreessen Horowitz]].<ref name="Major players"/> |
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The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher [[Michael Sandel]]: |
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{{Quote|Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.<ref name="Dear Sandel">{{cite news|title=San Jose State to Michael Sandel: Keep your MOOC off our campus|url=http://www.boston.com/bostonglobe/ideas/brainiac/2013/05/san_jose_state.html|accessdate=7 May 2013|newspaper=[[Boston Globe]]|date=3 May 2013}}</ref> }} |
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== Technology == |
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Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. [[Georgia Institute of Technology|Georgia Tech]] professor Karen Head reports that 19 people work on their MOOCs and that more are needed.<ref name=GTech>{{cite news|last=Head|first=Karen|title=Sweating the Details of a MOOC in Progress|url=http://chronicle.com/blogs/wiredcampus/sweating-the-details-of-a-mooc-in-progress/43315|accessdate=6 April 2013|newspaper=[[Chronicle of Higher Education]]|date=3 April 2013}}</ref> The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use [[cloud computing]]. |
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Course delivery involves asynchronous access to videos and other learning material, exams and other assessment, as well as online forums. Before 2013 each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on [[XBlock]] SDK, a joint open-source platform. It is available to the public under the [[Affero GPL]] open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.<ref name=edXPressRelease>{{cite web|title=edX Takes First Step toward Open Source Vision by Releasing XBlock SDK |url=https://www.edx.org/press/edx-takes-first-step-toward-open-source|work=www.edx.org|publisher=edX|accessdate=6 April 2013}}{{dead link|date=July 2013}}</ref> Stanford Vice Provost John Mitchell said that the goal was to provide the "[[Linux]] of online learning."<ref name="Open Source">{{cite news|last=Young|first=Jeffrey R.|title=Stanford U. and edX Will Jointly Build Open-Source Software to Deliver MOOCs|url=http://chronicle.com/blogs/wiredcampus/stanford-u-and-edx-will-jointly-build-open-source-software-to-deliver-moocs/43301|accessdate=3 April 2013|newspaper=[[Chronicle of Higher Education]]|date=5 April 2013}}</ref> This is unlike companies such as Coursera that have developed their own platform.<ref name="courserastack">{{cite web|title=What is Coursera's Stack?|url=http://www.quora.com/Coursera/What-is-Courseras-stack|work=www.quora.org|publisher=Qoura|accessdate=8 April 2013}}</ref> |
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== Potential benefits == |
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The MOOC Guide<ref name="MoocGuide">{{cite web | url=http://moocguide.wikispaces.com/2.+Benefits+and+challenges+of+a+MOOC | title=Benefits and Challenges of a MOOC | publisher=MoocGuide | date=7 Jul 2011<!-- 11:27 pm -->| accessdate=4 February 2013}}</ref> lists 12 benefits: |
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# Appropriate for any setting that has connectivity (Web or Wi-Fi) |
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# Any language or multiple languages |
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# Any online tools |
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# Escape time zones and physical boundaries |
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# Produce and deliver in short timeframe (e.g. for relief aid) |
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# Contextualized content can be shared by all |
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# Informal setting |
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# Peer-to-peer contact can trigger serendipitous learning |
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# Easier to cross disciplines and institutional barriers |
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# Lower barriers to student entry |
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# Enhance personal learning environment and/or network by participating |
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# Improve lifelong learning skills |
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== Experience and feedback == |
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About 10% of the students who sign up typically complete the course.<ref name="NYTimes030613"/> Most participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.<ref>Mackness, Jenny, Mak, Sui Fai John, and Williams, Roy [http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Mackness.pdf "The Ideals and Reality of Participating in a MOOC"], Proceedings of the 7th International Conference on Networked Learning 2010</ref> |
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Learners control where, what, how and with whom they learn, although different learners choose to exercise more or less of that control.<ref name="oltraining6">Kop, Rita, and Fournier, Helene [http://www.oltraining.com/SDLwebsite/IJSDL/IJSDL7.2-2010.pdf#page=6 "New Dimensions to Self-Directed Learning in an Open Networked Learning Environment"]{{dead link|date=July 2013}}, ''International Journal of Self-Directed Learning'', Volume 7, Number 2, Fall 2010</ref> |
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Students include traditional university students, along with degreed professionals, educators, business people, researchers and others interested in internet culture.<ref name=KatW/> |
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Principles of [[openness]] inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology<ref>{{cite book|last1=Iiyoshi |first1=Toru |last2=Kumar |first2=M. S. Vijay |title=Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge |publisher=MIT Press |year=2008 |ISBN=0262033712}}</ref> are applied vary. Research by Kop and Fournier<ref name="oltraining6"/> highlighted as major challenges the lack of social presence and the high level of autonomy required. |
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{|class=wikitable align=right |
|||
|+Attributes of major MOOC providers<ref>Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013. http://publications.cetis.ac.uk/2013/667.</ref> |
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! Initiatives !! For profit !! Free to access !! Certification fee !! Institutional credits |
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|- |
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! EdX |
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| {{no}} || {{yes}} || {{yes}} || {{no}} |
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|- |
|||
! Coursera |
|||
| {{yes}} || {{yes}} || {{yes}} || {{partial}} |
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|- |
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! Udacity |
|||
| {{yes}} || {{yes}} || {{yes}} || {{partial}} |
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|- |
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! Udemy |
|||
| {{yes}} || {{partial}} || {{yes}} || {{partial}} |
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|- |
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! P2PU |
|||
| {{no}} || {{yes}} || {{no}} || {{no}} |
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|} |
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Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.<ref name="BG Haber"/> |
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[[A. J. Jacobs]] in an op-ed in the ''[[New York Times]]'' graded his experience in 11 MOOC classes overall as a "B".<ref name=AJJ>{{cite news|last=Jacobs|first=A.J.|title=Two Cheers for Web U!|url=http://www.nytimes.com/2013/04/21/opinion/sunday/grading-the-mooc-university.html?pagewanted=all&_r=0|accessdate=23 April 2013|newspaper=New York Times, Sunday Review|date=21 April 2013}}</ref> He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors." Nevertheless he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B-". Study groups that didn't meet, [[Troll (Internet)|trolls]] on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple choice quizzes and exams as well as essays and projects. He found the multiple choice tests stressful and peer graded essays painful. He completed only 2 of the 11 classes.<ref name=AJJ/><ref name="NPR AJ">{{cite web|title=Making the most of MOOCs: the ins and outs of e-learning|url=http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=178623872&m=178623848|work=Talk of the Nation|publisher=National Public Radio|accessdate=23 April 2013|format=Radio interview and call-in|date=23 April 2013}}</ref> |
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=== Humanities vs science === |
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Many popular MOOC sites were created by scientists. However, MOOCs are also useful for teaching poetry. "There was a real question of whether this would work for humanities and social science," says Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses.<ref name=wsj1013/> |
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In the community-college study, Ms. Jaggars found lower online grades in English than in natural-science classes, although no definitive explanations emerged.<ref name=wsj1013/> |
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=== Students served === |
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By June 2012 more than 1.5 million people had registered for classes through Coursera, Udacity and/or edX.<ref>{{cite web|url=http://www.insidehighered.com/news/2012/06/11/experts-speculate-possible-business-models-mooc-providers |title=Experts speculate on possible business models for MOOC providers |author=Steve Kolowich |publisher=Inside Higher Ed |date=2012-06-11| accessdate=2013-10-04}}</ref><ref>See, e.g. the first 3 minutes of the video {{cite web|title=Daphne Koller: What we're learning from online education|url={{TED|talks/daphne_koller_what_we_re_learning_from_online_education.html}}|publisher=TED|accessdate=23 April 2013|date=June 2012}}</ref> As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.<ref name="SA31313"/> |
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{|class="wikitable" align=right |
|||
|+Coursera enrollees |
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! Country!! Percentage |
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|- |
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| United States || 27.7% |
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|- |
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| India || 8.8% |
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|- |
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| Brazil || 5.1% |
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|- |
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| United Kingdom || 4.4% |
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|- |
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| Spain || 4.0% |
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|- |
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| Canada || 3.6% |
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|- |
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| Australia || 2.3% |
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|- |
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| Russia || 2.2% |
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|- |
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| Rest of world || 41.9% |
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|} |
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By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.<ref name=wsj1013>{{cite web|last=Fowler |first=Geoffrey A. |url=http://online.wsj.com/article/SB10001424052702303759604579093400834738972.html |title=An early report card on MOOCs |work=Wall Street Journal |date=2013-10-08 |accessdate=2013-10-14}}</ref> |
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A course billed as "Asia's first MOOC" given by the [[Hong Kong University of Science and Technology]] through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.<ref name="HK MOOC">{{cite web|last=Sharma|first=Yojana|title=Hong Kong MOOC Draws Students from Around the World|url=http://chronicle.com/article/Hong-Kong-MOOC-Draws-Students/138723/|work=Chronicle of Higher Education|accessdate=23 April 2013|date=22 April 2013}} reprinted from ''University World News''</ref> |
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"We have the whole gamut of older and younger, experienced and less experienced students, and also academics and probably some people who are experts in related fields," according to Naubahar Sharif who teaches the class on ''Science, Technology and Society in China.'' "We do have students from China as well, in places where Internet connections are more reliable."<ref name="HK MOOC"/> |
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Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.<ref>Steve Kolowich, [http://chronicle.com/article/In-Deals-With-10-Public/139533/?cid=at&utm_source=at&utm_medium=en "In Deals With 10 Public Universities, Coursera Bids for Role in Credit Courses," ''Chronicle of Higher Education'' 30 May 2013]</ref> |
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According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.<ref name="lytics"/> |
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In 2013, the [[Chronicle of Higher Education]] surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation," though some instructors' pre-class preparation was "a few dozen hours." The professors then spent 8–10 hours per week on the course, including participation in discussion forums.<ref name="Chron survey"/> |
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The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.<ref name="Chron survey">{{cite news|last=Kolowich|first=Steven|title=The Professors Who Make the MOOCs|url=http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview|accessdate=26 March 2013|newspaper=[[Chronicle of Higher Education]]|date=26 March 2013}}</ref><ref name="additional results">{{cite news|title=Additional Results From The Chronicle's Survey|url=http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=results|accessdate=26 March 2013|newspaper=[[Chronicle of Higher Education]]|date=26 March 2013}}</ref> |
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=== Student demographics === |
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A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.<ref name="lytics">{{cite web|last=MacKay|first=R.F.|title=Learning analytics at Stanford takes huge leap forward with MOOCs|url=http://news.stanford.edu/news/2013/april/online-learning-analytics-041113.html|work=Stanford Report|publisher=Stanford University|accessdate=22 April 2013|date=11 April 2013}}</ref> They identified the following percentages in each group:<ref name="Decon Diseng">{{cite web|title=Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses|url=http://www.stanford.edu/~cpiech/bio/papers/deconstructingDisengagement.pdf|work=LAK conference presentation|accessdate=22 April 2013|author=René F. Kizilcec|author2=Chris Piech |author3=Emily Schneider }}</ref> |
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{|class="wikitable unsortable" |
|||
|- |
|||
! Course |
|||
! Auditing |
|||
! Completing |
|||
! Disengaging |
|||
! Sampling |
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|- |
|||
! High school |
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| 6% |
|||
| 27% |
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| 28% |
|||
| 39% |
|||
|- |
|||
! Undergraduate |
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| 6% |
|||
| 8% |
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| 12% |
|||
| 74% |
|||
|- |
|||
! Graduate |
|||
| 9% |
|||
| 5% |
|||
| 6% |
|||
| 80% |
|||
|} |
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Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions." Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided," with long discussions becoming rehashes or "the same old stale left/right debate."<ref name="BG Haber">{{cite news|last=Bombardieri|first=Marcella|title=Can you MOOC your way through college in one year?|url=http://www.bostonglobe.com/ideas/2013/04/13/can-you-mooc-your-way-through-college-one-year-can-you-mooc-your-way-through-college-one-year/lAPwwe2OYNLbP9EHitgc3L/story.html|accessdate=23 April 2013|newspaper=Boston Globe|date=14 April 2013}}</ref> |
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== Challenges and criticisms == |
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The MOOC Guide<ref name="MoocGuide" /> lists 5 possible challenges for collaborative-style MOOCs: |
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# Participants must create their own content |
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# [[Digital literacy]] is necessary |
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# Time and effort required from participants<!-- seriously? --> |
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# It is organic, which means the course will take on its own trajectory (you have got to let go).<!-- what can this possibly mean? --> |
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# Participants must self-regulate and set their own goals |
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Other concerns include: |
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The 'territorial' nature of MOOCs<ref name="TerritorialDimensions">{{cite web | url=http://www.insidehighered.com/blogs/globalhighered/territorial-dimensions-moocs | title=On the territorial dimensions of MOOCs | publisher=Inside Higher Ed | date=3 December 2012 | accessdate=4 February 2013 | author=Olds, Kris}}</ref> with little discussion around: 1) who enrolls in/completes courses; 2) The implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; 3) the need for territory-specific study of locally relevant issues and needs. |
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Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, community-centeredness, etc., may not be present in all MOOC projects.<ref name="MOOC Misnomer"/> |
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Effects on the structure of higher education were lamented for example by [[Moshe Y. Vardi]], who finds an "absence of serious pedagogy in MOOCs", indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."{{clarify|reason=Reads like a description rather than a critique.|date=October 2013}} An underlying reason is simple cost cutting pressures, which could hamstring the higher education industry.<ref name=Vardi>{{cite journal|last=Vardi|first=Moshe Y.|title=Will MOOCs destroy academia?|journal=Communications of the ACM|date=November 2012|volume=55|issue=11|page=5|url=http://cacm.acm.org/magazines/2012/11/156587-will-moocs-destroy-academia/fulltext|accessdate=23 April 2013|doi=10.1145/2366316.2366317}}</ref> |
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[[Cary Nelson]], former president of the [[American Association of University Professors]] claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the [[American Federation of Teachers]] expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."<ref>{{cite web|last=Basu |first=Kaustuv |url=http://www.insidehighered.com/news/2012/05/23/faculty-groups-consider-how-respond-moocs |title=Faculty groups consider how to respond to MOOCs |publisher=Inside Higher Ed |date=2012-05-23 |accessdate=2013-10-13}}</ref> |
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With a 60% majority, the [[Amherst College]] faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The [[Duke University]] faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.<ref name="IHE 1">{{cite web|last=Rivard|first=Ry|title=EdX Rejected|url=http://www.insidehighered.com/news/2013/04/19/despite-courtship-amherst-decides-shy-away-star-mooc-provider|publisher=Inside Higher Education|accessdate=22 April 2013|date=19 April 2013}}</ref> |
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In April 2013, the Philosophy Department faculty of San Jose State University wrote an open letter to Harvard Professor Michael Sandel outlining their concerns about MOOCs, most notably their "fear that two classes of universities will be created: one, well- funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures and interact, if indeed any interaction is available on their home campuses, with a professor that this model of education has turned into a glorified teaching assistant." The letter was published in The Chronicle of Higher Education.<ref>http://chronicle.com/article/The-Document-Open-Letter-From/138937/</ref> |
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At least one alternative to MOOCs has advocates: Distributed open collaborative courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.<ref>Scott Jaschik, [http://www.insidehighered.com/news/2013/08/19/feminist-professors-create-alternative-moocs#ixzz2duFJIkrX "Feminist Anti-MOOC"], Inside Higher Ed, 19 August 2013).</ref> |
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Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the very audience they were intended to save.<ref>{{cite news|last1=Gais|first1=Hannah|title=Is the developing world ‘MOOC’d out’?|url=http://america.aljazeera.com/opinions/2014/7/mooc-education-developingworldivyleave.html|accessdate=19 July 2014|publisher=Al Jazeera|date=July 17, 2014}}</ref> |
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=== Hype === |
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[[File:Gartner Hype Cycle.svg|thumb|upright=1.2|Dennis Yang, President of MOOC provider [[Udemy]] has suggested that MOOCs are in the midst of a [[hype cycle]], with expectations undergoing a wild swing.<ref name="MOOCd out">{{cite web|last=Yang|first=Dennis|title=Are We MOOC'd Out?|url=http://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html|publisher=Huffington Post|accessdate=5 April 2013|date=14 March 2013}}</ref> ]] |
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During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a [[hype cycle]], with expectations undergoing wild swings.<ref>{{cite web|title=SXSWedu 2013 - MOOCS: Hype or Hope?|url={{youtube|id=zH7gzPU5Moo}}|publisher=SXSWedu}}</ref> Dennis Yang, President of MOOC provider [[Udemy]], later made the point in an article for the [[Huffington Post]].<ref>{{cite web|last=Yang|first=Dennis|title=Are We MOOC'd Out?|url=http://www.huffingtonpost.com/dennis-yang/post_4496_b_2877799.html|publisher=Huffington Post}}</ref> |
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Many universities scrambled to join in the "next big thing", as did more established [[online education]] service providers such as [[Blackboard Inc]], in what has been called a "stampede." Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.<ref name=NYT022013/><ref name="moocyear">Laura Pappano. [http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html?pagewanted=1 The Year of the MOOC – The New York Times]. 2 November 2012</ref> By early 2013, questions emerged about whether academia was "MOOC'd out."<ref name="MOOCd out"/><ref name=FT032013>{{cite news|last=Skapinker|first=Michael|title=Open web courses are massively overhyped|url=http://www.ft.com/intl/cms/s/2/84f6cd3e-8a50-11e2-bf79-00144feabdc0.html#axzz2PcHimOzr|accessdate=5 April 2013|newspaper=[[Financial Times]]|date=20 March 2013}}</ref> |
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== Providers == |
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{| class="wikitable sortable" |
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! Provider !! Type !! Example institutional participants |
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| [[UPEx]] || Non-profit || |
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[[University of Southern California|USC]], [[UCLA]], [[Khan Academy]], [[NPTEL]] |
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| [[Stanford Online]] || Non-Profit || [[Stanford University]] |
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|- |
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| [[Coursera]] || Commercial || [[University of Maryland]], [[Wharton School]], [[University of Virginia]], [[Stanford University]], [[University of Tokyo]] |
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|- |
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| [[iversity]] || Non-profit || [[Universidad Autonoma de Madrid]], [[University of Florence]], [[University of Hamburg]] |
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| [[edX]] || Non-profit || [[MIT]], [[Harvard University]], [[UC Berkeley]], [[Kyoto University]], [[Australian National University]], [[University of Queensland]], [[IIT Bombay]] |
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|- |
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| [[Eliademy]] || Commercial || [[Aalto University Executive Education]], |
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|- |
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| [[Instructure|Canvas Network]] || Commercial || [[Santa Clara University]], [[University of Utah]], [[Lille University of Science and Technology|Université Lille 1]] |
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|- |
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| [[One Month]] || Commercial || [[School of Visual Arts]] |
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|- |
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| [[OpenLearning]] || Commercial || [[University of New South Wales]], [[Taylor's University]], [[University of Canberra]] |
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|- |
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| [[Udacity]] || Commercial || [[Georgia Institute of Technology]], [[San Jose State University]], [[Google]], [[Salesforce]], [[Facebook]], [[Cloudera]], [[Nvidia]], [[Autodesk]], [[Cadence Design Systems|Cadence]] |
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|- |
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| [[Academic Earth]] || Non-profit || [[UC Berkeley]], [[UCLA]], [[University of Michigan]], [[Oxford University]] |
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|- |
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| [[FutureLearn]] || Non-profit || [[University of Reading]], [[Open University]], [[Monash University]], [[Trinity College Dublin]], [[Warwick University]], [[University of Bath]], [[University of Southampton]] |
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|- |
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| [[Peer to Peer University]] || Non-profit || n/a |
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|- |
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| [[Khan Academy]] || Non-profit || n/a |
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|- |
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| [[Acade.me]] || Commercial || [[Universidad Latina]] |
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|- |
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| [[Saylor.org]] ||Non-profit||n/a |
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| [[Udemy]]||Commercial||n/a |
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| [[MOOEC]] || Non-profit || [[University of Queensland]], [[Griffith University]], [[University of Technology]] |
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| [[NovoEd]] || Commercial || [[Stanford University]], [[Carnegie Foundation for the Advancement of Teaching|Carnegie Foundation]], [[Universidad Católica de Chile]] |
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| [[WizIQ]] || Commercial || [[IIT Delhi]], [[Des Moines Area Community College]] |
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| [[:fr:France Université Numérique|France Université Numérique]] || Non-profit || [[Conservatoire National des Arts et Métiers]], [[École normale supérieure de Cachan]], [[University of Paris-Sud]] |
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|- |
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|} |
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== See also == |
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* [[Connectivism]] |
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* [[Distance education]] |
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* [[E-learning]] |
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* [[Open educational resources]] |
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* [[Outcome-based education]] |
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* [[OpenCourseWare]] |
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* [[Saylor Foundation]] |
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== References == |
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{{Reflist|30em}} |
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== External links and further reading == |
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* Report and literature review from UK Government Department for Business Innovation and Skills (BIS) "The maturing of the MOOC: literature review of massive open online courses & other forms of online distance learning" https://www.gov.uk/government/publications/massive-open-online-courses-and-online-distance-learning-review |
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* [http://newsletter.alt.ac.uk/2012/08/mooc-pedagogy-the-challenges-of-developing-for-coursera/ Knox, J., Bayne, S., Ross, J. MacLeod, H, Sinclair, C. (2012). "MOOC pedagogy: the challenges of developing for Coursera" Association for Learning Technology (ALT) Online Newsletter. Issue 28] |
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* [http://sloanconsortium.org/publications/survey/going_distance_2011 "Babson Survey Research Group: National reports on growth of online learning in US Higher Education"] |
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* A. McAuley, B. Stewart, G. Siemens and D. Cormier, [http://davecormier.com/edblog/wp-content/uploads/MOOC_Final.pdf The MOOC Model for Digital Practice] (2010) |
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* Daniel, John (2012) Making sense of MOOCs: musings in a maze of myth, paradox and possibility, Research paper presented as a fellow of the Korea National Open University, retrieved 13 October 2012 from http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/120925MOOCspaper2.pdf |
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* D. Levy, [https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5ppG_u6D8hFOWE2YTY1NWMtNzM3Ny00MGQ0LWE2NzMtYzMzYjM0NmZkZjc5&hl=en&authkey=CMOUnb8C Lessons Learned from Participating in a Connectivist Massive Online Open Course (MOOC)], (2011) |
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* Rees, Jonathan [http://www.slate.com/articles/technology/future_tense/2013/07/moocs_could_be_disastrous_for_students_and_professors.html The MOOC Racket], Slate, 25 July 2013. |
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* UNLOCKING the GATES: How and Why Leading Universities Are Opening Up Access To Their Courses; Taylor Walsh, Princeton University Press, 2011. ISBN 978-0-691-14874-8 |
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* Stephen Carson and Jan Philipp Schmidt. [http://www.academicmatters.ca/2012/05/the-massive-open-online-professor/ The Massive Open Online Professor]. Academic Matters: The Journal of Higher Education, May 2012. |
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* [http://www.insidehighered.com/views/2013/08/02/let-us-count-ways-books-and-moocs-are-alike-essay Books are MOOCs, Too], Bernard Fryshman, Inside Higher Education, 2 August 2013. |
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* Open Education Europa (European Commission): [http://openeducationeuropa.eu/en/european_scoreboard_moocs European MOOCs Scoreboard]. |
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*D'Agati, Caroline. (August 2014), [http://blog.pedago.com/2014/08/12/the-brave-new-wired-world-of-online-education/ The Brave New (Wired) World of Online Education]. |
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{{Open access navbox}} |
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[[Category:Online education]] |
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18:49, 21 Սեպտեմբերի 2014-ի տարբերակ
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Սա GrigorGB մասնակցի սևագրության էջն է՝ «ավազարկղը», և մասնակցի էջի ենթաէջերից մեկն է։ Այն ծառայում է որպես սևագիր և փորձարկումների վայր։ Սա հանրագիտարանային հոդված չէ։ Ձեր անձնական ավազարկղը ստեղծելու համար սեղմեք այստեղ։ Այլ ավազարկղեր՝ Ընդհանուր ավազարկղ |
Զանգվածային բաց առցանց դասընթացը (անգլ.՝ massive open online course (MOOC; /muːk/) (MOOC; /muːk/) առցանց դասընթաց է, որի նպատակն է ապահովել անսահմանափակ, ազատ և անվճար մուտք բոլոր ցանկացողներին՝ համացանցի միջոցով: Ի հավելում ավանդական դասընթացներում առկա տեսահոլովակներին, կարդալու նյութերին, խնդիրներին, զանգվածային բաց առցանց դասընթացները առաջարկում են ինտերակտիվ ֆորումներ, ինչը օգնում է ուսանողների, պրոֆեսորների և ուսուցանող անձնակազմի համար ստեղծել համայնք:
Զանգվածային բաց առցանց դասընթացը հեռահար ուսուցման վերջերս մշակված նվաճումներից է, ինչը սկսել է տարածում գտնել 2012 թվականից:[1][2]
Սկզբանական շրջանի զանգվածային բաց առցանց դասընթացները հիմնական շեշտը դնում էին հասանելիության և նյութի ազատ (առանց արտոնագրի) տարածման, կառուցվածքի և ուսուցման նպատակների վրա, ինչը նախատեսված էր նաև նպաստելու ռեսուրսների վերօգտագործումը և միմյանց համակցումը: Որոշ ավելի ուշ շրջանի զանգվածային բաց առցանց դասընթացը օգտագործում են փակ (արտոնագրված) դասընթացներ, միևնույն ժամանակ ուսանողներին առաջարկելով անվճար և ազատ մուտք:[3][4][5] Կաղապար:Toclimit
Պատմությունը
 Արտաքին տեսաֆայլեր
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Welcome to the Brave New World of MOOCs ՅուԹյուբում from the New York Times, 2013 |
Սկզբնաղբյուրները
Մինչև թվային դարը, հեռահար ուսուցումը նամակագրական կապի, հեռուստացույցով կամ ռադիոյով հեռարձակման միջոցով էր, որոշ դեպքերում՝ էլեկտրոնային ուսուցման նախատիպերով:[6]
1890-ականներին նամակագրական կապի միջոցով մասնագիտացած դասընթացները, ինչպես օրինակ քաղաքացիական ծառայության թեստերը և սղագրությունները, գովազդվում էին տնից տուն՝ վաճառողների միջոցով:[7] Ավելի քան 4 միլիոն ամերիկացի, շատ ավելին, քան ավանդական դպրոց հաճախածները, մինչև 1920-ական թվականները ներգրավվել է հեռահար դասընթացների, որոնք ընդգրկում էին հարյուրավոր աշխատանքով պայմանավորված պրակտիկ թեմաներ: Ավարտողները կազմում էին 3%-ից քիչ:[8]
1920-ական թվականներից ի հայտ եկան ռադիոհեռարձակումները և ծրարգրերը, որոնք բոլոր հասանելի էին ցանկացած քանակի մարդկանց:[9] Սկսած 1922 թվականից Նյու Յորքի համալսարանը վարում էր իր սեփական ռադիոալիքը, որը նպատակաուղղված էր հեռարձակելու համալսարանի բոլոր կուրսերը: Հետագայում, հետևելով այս օրինակին, շատ համալսարաններ, այդ թվում Կոլումբիա, Հարվարդ, Կանզասի, Օհայոյի Յուտայի և շատ ուրիշ պետական համալսարաններ: Ուսանողները կարդում էին գրքերը, լսում հեռարձակվող դասախոսությունները, փոստով ուղարկում թեստերի պատասխանները:
Լրագրող Բրյուս Բլիվենը հարցրել է. «արդյո՞ք ռադիոն դառնալու է կրթության հիմնական հենարանը, արդյո՞ք դասարանը կվերանա, իսկ ապագայի երեխան կսովորի տանը նստած, կամ նույնիսկ դրսում ռադիո լսելով քայլելիս»:[10] Ավարտողների տոկոսը շատ փոքր էր, դժվար էր հայտնաբերել խաբեությունը և չկար կրթության վարձերը հավաքելու ճանապարհ: 1940-ական թվականներից սկսած ռադիո հեռարձակումները ԱՄՆ-ում անհետացան:[11] Սկսած 1951 թվականից ավստրալական School of the Air օգտագործում էր երկկողմանի կարճ ալիքային ռադիոն՝ ուսանողներին հեռվում գտնվող դասասենյակներում դասավանդելու համար, որտեղ ուսանողները կարող էին հարցեր տալ ուսուցչին:
Երկրորդ համաշխարհային պատերազմի ընթացքում ֆիլմերը օգտագործվում էին զորակոչիկներին ուսուցանելու համար, քանի որ ուսուցանողները հնարավորություն ունեին ցուցադրել գործի դրվող սպառազինությունը: Համալսարանները առաջարկում էին հեռարձակվող դասընթացներ սկսած 1940-ական թվականներից Լուիվին համալսարանից: [12]
1980-ական թվականներին բոլոր համալսարանների դասարանները միացված էին հեռավոր համալսարանի՝ փակ շրջանացիկ վիդեո հասանելիություն ապահովելով ուսանողների համար:
1994 թվականին Պենսիլվանիայի համալսարանից Ջեյմս Օ'Դոննելը անցկացրեց սուրբ Օգուստինի կյանքին և աշխտանքներին նվիրված սեմինար ինտերնետի միջոցով՝ օգտագործելով ռազմավարական տեխնոլոգիաներ և էլեկտրոնային փոստ, ներգրավվելով ավելի քան 500 մասնակից ողջ աշխարհից:[13] Կարճ դասախոսությունների ձևաչափը օգտագործվել է շատերի կողմից և զարգացել է Խան ակադեմիայի կարճ ուսուցողական հոլովակների անվճար արխիվների միջոցով:"[14] 2003 թվականին «Բարև Չինաստան»-ը սկսել է մի ծրագիր, որը, բրիտանական "The Guardian" թերթի, այդ տարվա սեպտեմբերի 24-ը ներկայացրել է որպես նոր մեդիա վտանգավոր ձեռնարկում, որը պետք է 4 միլիոն չինացիների, ովքեր պատրաստվում էին կոմերցիոն (գործարար) ոլորտում գիտական աստիճաններ ստանալ ռադիոյով, համացանցով կամ բջջային հեռախոսով: Դասընթացը ազատ էր բոլոր նրանց համար, ովքեր ունեին հասանելիություն ռադիոյին և համացանցին:
Սկզբնական մոտեցումները
_course_network.png){kind=link}
Առաջին զանգվածային բաց առցանց դասընթացները ստեղծվել են ազատ կրթական ռեսուրսներ (OER) շարժման նախաձեռնությամբ. MOOC տերմինը ստեծվել է 2008 թվականին, Իսլանդիայի արքայազն Էդուարդի համալսարանի Դեյվ Կորմիերի և հումանիտար կրթության տեխնոլոգիաների ազգային ինստիտուտի գիտաշխատող Բրայան Ալեքսանդրի կողմից՝ ի պատասխան «Կապակցող գիտելիքներ» անվամբ դասընթացին, որը ստեղծվել էր Ջորջ Սիմենսի և Ստեֆան Դաունսի կողմից և ընդգրկում էր ուսման վարձ վճարող 25 ուսանող և 2200 առցանց ուսանող, որոնք ոչինչ չէին վճարում[17]: Ամբողջ նյութը հասանելի էր RSS բովանդակության թարմացվող հոսքերի միջոցով և առցանց ուսանողները կարող էին համատեղ օգտագործել գործիքներ, նաև բլոգում գրառումներ կատարել, թեմատիկ քննարկումներ անցկացնել[15][18][19]: Ստեֆան Դաունզը համարում է այս դասընթացները ավելի ստեղծարար և դինամիկ, քան այժմյան դասընթացները, ինչը, նրա կարծիքով, «հավասարազոր է հեռուստատեսային շոուներին և թվային գրքերին»[17]:
Գալվեյում (անգլ.՝ Galway) տեղակայված առցանց կրթության մատուցող ALISON կազմակերպությունը հաճախ գրականության մեջ հիշատակվում է որպես առաջին զանգվածային բաց առցանց դասընթաց մատուցող, որը կամավորական հիմունքներով սիստեմատիկաբար աշխատանքներ էր տանում ինտերակտիվ ուսուցման ռեսուրսների` աշխարհով մեկ առցանց անվճար տարածման ուղղությամբ[20][21][22] Ընկերության տեսլականն էր «հնարավորություն տալ մարդկաց ստանալ հիմնական կրթություն և աշխատանքային հմտություններ»[22][23]: Ի տարբերություն մյուս զանգվածային բաց առցանց դասընթացներ մատուցողների, որոնք կապված էին ամերիկյան երրորդ մակարդակի ինստիտուտների հետ, ALISON-ի ուսանողների մեծ մասը զարգացող երկրներից էին և օգտատերերի թիվը Հնդկաստանից շատ արագ աճում էր[24][25]: Այն գրանցում է ամսական 1.2 միլիոն բացառիկ այցելուներ, որոնցից 250,000-ը 2013 հունվարի տվյալներով ավարտում են 500 և ավելի կուրսեր[21]: 2014 թվականի ձետրվարին ALISON-ում գրանցվել է 3 միլիոներորդ օգտատերը:
Հետագայում ստեղծվել են այլ զանգվածային բաց առցանց դասընթացներ մատուցողներ: Մարի Վաշինգթոնի համալսարանից Ջիմ Գրումը և Մայքլ Բրենսոնը Նյու Յորքի քաղաքային համալսարանի Յորք քոլեջից, տեղակայել են զանգվածային բաց առցանց դասընթացները մի քանի համալսարաններում: Սկզբնական զանգվածային բաց առցանց դասընթացները հիմնված չէին տեղադրված նյութերի, ուսուցման կառավարման համակարգերի և այնպիսի համակարգերի վրա, որոնք համատեղում են ուսուցման կառավարման համակարգերը ավելի ազատ ինտերնետային ռեսուրսների հետ[26]: Զանգվածային բաց առցանց դասընթացները, որպես մասնավոր և ոչ առևտրային ինստիտուտներ, կարևորում էին հանրահայտ ֆակուլտետների դասախոսներին և ընդլայնում առկա հեռահար ուսուցման առաջարկները (օրինակ՝ ձայնագրություններ) դաձնելով դրանք անվճար և ազատ առցանց[27]:
Recent developments
| Արտաքին տեսաֆայլեր
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Shimon Schocken ՅուԹյուբում, The self-organizing computer course, October 2012 |
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Daphne Koller TED-ում, What we're learning from online education, June 2012 |
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Peter Norvig TED-ում, The 100,000-student classroom February 2012 |
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Salman Khan TED-ում, Let's use video to reinvent education, March 2011 |
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Anant Agarwal TED-ում, Why massive open online courses (still) matter, June 2013 |
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Chris Anderson TED-ում, How web video powers global innovation, July 2010 |
According to The New York Times, 2012 became "the year of the MOOC" as several well-financed providers, associated with top universities, emerged, including Coursera, Udacity, and edX.[1][28]
North America
Several well-financed American providers emerged, associated with top universities, including Udacity, Coursera, edX,[28]
In the fall of 2011 Stanford University launched three courses.[29] The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera. Coursera subsequently announced university partnerships with University of Pennsylvania, Princeton University, Stanford University and The University of Michigan.
Concerned about the commercialization of online education, MIT created the not-for-profit MITx. The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.
In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology.[30]
In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013 the company announced the first entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition.[31]
"Gender Through Comic Books," was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.[32] The course used examples from comic books to teach academic concepts about gender and perceptions.[33]
In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia.[34] A data science MOOC began in May 2013.[35]
In May 2013 Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class.[36] In June 2013, the University of North Carolina at Chapel Hill launched Skynet University,[37] which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia. It incorporates YouTube,[38] Facebook[39] and Twitter.[40]
In September 2013, edX announced a partnership with Google to develop Open edX, an open source platform and its MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.[41]
EdX currently offers 94 courses from 29 institutions around the world (as of November 2013). During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.[42] Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, was the largest MOOC to date.
Some organisations operate their own MOOCs – including Google's Power Search. As of February 2013 dozens of universities had affiliated with MOOCs, including many international institutions.[43][44] As of May 2014, more than 900 MOOCs are offered by US universities and colleges: List of MOOCs offered by US universities.
Asia
Schools in Japan provide MOOCs.[45][46]
The first MOOC in Malaysia was offered by Taylor's University in March 2013. This MOOC can be found at https://www.openlearning.com/courses/Entrepreneurship . The MOOC was titled "Entrepreneurship" and it attracted students from 115 different countries. Following this successful MOOC, Taylor's University launched the second MOOC titled "Achieving Success with Emotional Intelligence" https://www.openlearning.com/courses/Success[47] in July 2013. In August 2013, Universitas Ciputra Entrepreneurship Online (UCEO) launched first MOOC in Indonesia with the first course entitled Entrepreneurship Ciputra Way.[48][49] With over 20,000 registered members, the course offered insights on how to start a business, and was delivered in Indonesian.
Europe
In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.[50] The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.[50][51] At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there has been over 8000 participants in their MOOCs altogether.[52]
In February 2012, ex-Nokia employees in Finland based CBTec launched Eliademy.com,[53] based on the Open Source Moodle Virtual learning environment.[54] The site is localized to more than 19 languages (including Latin), designed for mobile use.[54][55]
In late 2012, the UK's Open University launched a British MOOC provider, Futurelearn, as a separate company[56] including provision of MOOCs from non-university partners.[57]
On 15 March 2012 Researchers Dr. Jorge Ramió and Dr. Alfonso Muñoz from Universidad Politécnica de Madrid successfully launched the first Spanish MOOC titled Crypt4you.[փա՞ստ]
iversity is a MOOC provider in Germany.[43] With over 82,000 students (Nov 2013) iversity's "The Future of Storytelling" is Europe's largest MOOC to date.
OpenupEd[58] is a supranational platform, founded with support of the European Union (EU).[46]
In Ireland ALISON provides free online certificate/diploma courses to two 2 million learners worldwide.[46] ALISON was shortlisted in June 2013 by London–based education technology company Edxus Group and specialist media and advisory firm IBIS Capital, as one of the 'top 20 e-learning companies in Europe' as judged by an expert panel.[59]
In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa. This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the WCPT and attracted approximately 4000 participants with a 40% completion rate. Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide.
In October 2013, the French government announced the creation of France Universite Numerique (FUN), a French public alternative to existing solutions. French business schools have begun launching their own MOOCs, the first being supervised by Alberto Alemanno.
Australia
On 15 October 2012 The University of New South Wales launched UNSW Computing 1, the first Australian MOOC.[60] The course was initiated OpenLearning, an online learning platform developed in Australia, which provides features for group work, automated marking, collaboration and gamification.[61]
In March 2013 the Open2Study platform was set up in Australia.[62][63]
In July 2013 the Wicking Centre at the University of Tasmania launched Understanding Dementia, the world's first Dementia MOOC. With one of the world's highest completion rates (39%),[64] the course was recognized in the journal Nature.[65]
Latin America
In 18 June 2012, Ali Lemus from Galileo University[66] launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"[67] This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.[68]
Startup Veduca[69] launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.[70] In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled.[46][71]
Startup Wedubox (Finalist at MassChallenge 2013) [72] launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.
Related educational practices and courses
MOOCs can vary by criterion such as being for profit/non-profit or being taught by professors from universities and organizations. Khan Academy, Peer-to-Peer University (P2PU), Udemy, and Course Hero are viewed as similar to MOOCs work outside the university system or emphasize individual self-paced lessons.[73][74][75] Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights.[76][77]
Structures and instructional design approaches
Many MOOCs use video lectures, employing the old form of teaching using a new technology.[80] Thrun testified before the President’s Council of Advisors on Science and Technology (PCAST) that MOOC "courses are 'designed to be challenges,' not lectures, and the amount of data generated from these assessments can be evaluated 'massively using machine learning' at work behind the scenes. This approach, he said, dispels 'the medieval set of myths' guiding teacher efficacy and student outcomes, and replaces it with evidence-based, 'modern, data-driven' educational methodologies that may be the instruments responsible for a 'fundamental transformation of education' itself".[81]
Because of massive enrollments, MOOCs require instructional design that facilitates large-scale feedback and interaction. The two basic approaches are:
- Peer-review and group collaboration
- Automated feedback through objective, online assessments, e.g. quizzes and exams
So-called connectivist MOOCs rely on the former approach; broadcast MOOCs rely more on the latter.[82] This marks a key distinction between cMOOCs where the 'C' stands for 'connectivist', and xMOOCs where the x stands for extended (as in TEDx, EdX) and represents that the MOOC is designed to be in addition to something else (university courses for example).[83]
An emerging trend in MOOCs is the use of nontraditional textbooks such as graphic novels to improve knowledge retention.[84] Others view the videos and other material produced by the MOOC as the next form of the textbook. "MOOC is the new textbook," according to David Finegold of Rutgers University.[85]
Connectivist design
As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".[87] A third type, the "vMOOC", has been suggested[88] to describe vocational MOOCs, that would require simulations and related technologies to teach and assess practical skills and abilities.
Such instructional design approaches attempt to connect learners to each other to answer questions and/or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.[89]
Principles
Connectivist MOOCs are based on principles from connectivist pedagogy:[90][91][92][93]
- Aggregation. Enable content to be produced in different places and aggregated as a newsletter or a web page accessible to participants.
- Remixing associates materials created within the course with each other and with other materials.
- Re-purposing of aggregated and remixed materials to suit the goals of each participant.
- Feeding forward, sharing of re-purposed ideas and content with other participants and the rest of the world.
An earlier list (2005) of Connectivist principles from Siemens:[94]
- Learning and knowledge rest in diversity of opinions.
- Learning is a process of connecting specialised nodes or information sources.
- Learning may reside in non-human appliances.
- Capacity to learn is more critical than what is currently known.
- Nurturing and maintaining connections is needed to facilitate learning.
- Ability to see connections between fields, ideas and concepts is a core skill.
- Accurate, up-to-date knowledge is the intent of all connectivist learning activities.
- Decision making is a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.[պարզաբանել]
Ravenscroft claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.[95][96]
Assessments
Assessment can be the most difficult activity to conduct online, and online assessments can be quite different from the bricks-and-mortar version.[97] Special attention has been devoted to proctoring and cheating.[98]
The two most common methods of MOOC assessment are machine-graded multiple-choice quizzes or tests and peer-reviewed written assignments.[97] Machine grading of written assignments is also underway.[99]
Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others[100] and become more engaged with the course.[101] Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A." allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.[98]
Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.
Lecture design
A study of edX student habits found that certificate-earning students generally stop watching videos longer than 6 to 9 minutes. They viewed the first 4.4 minutes (median) of 12- to 15-minute videos.
Completion rates
Completion rates are typically lower than 10%, with a steep participation drop starting in the first week. In the course Bioelectricity, Fall 2012 at Duke University, 12,725 students enrolled, but only 7,761 ever watched a video, 3,658 attempted a quiz, 345 attempted the final exam, and 313 passed, earning a certificate.[102][103]
Early data from Coursera suggest a completion rate of 7%–9%.[104] Most registered students intend to explore the topic rather than complete the course, according to Koller and Ng. The completion rate for students who complete the first assignment is about 45 percent. Students paying $50 for a feature designed to prevent cheating on exams have completion rates of about 70 percent.[105]
One online survey published a "top ten" list of reasons for dropping out.[106] These were that the course required too much time, or was too difficult or too basic. Reasons related to poor course design included "lecture fatigue" from courses that were just lecture videos, lack of a proper introduction to course technology and format, clunky technology and trolling on discussion boards. Hidden costs were cited, including required readings from expensive textbooks written by the instructor that also significantly limited students' access to learning material.[101] Other non-completers were "just shopping around" when they registered, or were participating for knowledge rather than a credential. Providers are exploring multiple techniques to increase the often single-digit completion rates in many MOOCs.
Human interaction
"The most important thing that helps students succeed in an online course is interpersonal interaction and support," says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.[107]
Assigning mentors to students is another interaction-enhancing technique.[107] In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus online class discussion. The edX course registered 27,000 students.[108]
Flipped classrooms
Some traditional schools blend online and offline learning, sometimes called flipped classrooms. Students watch lectures online at home and work on projects and interact with faculty while in class. Such hybrids can even improve student performance in traditional in-person classes. One fall 2012 test by San Jose State and edX found that incorporating content from an online course into a for-credit campus-based course increased pass rates to 91% from as low as 55% without the online component. "We do not recommend selecting an online-only experience over a blended learning experience," says Coursera's Ng.[107]
Encouragement
Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.[107]
Preliminaries
Some instructors make students begin with self-assessment surveys and videos. They asked, "What do you think it takes to be successful in online education, and do you feel that you are ready for it?" Asking those kinds of questions "improved the engagement right off the bat."
Student fees
Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.[107]
Student scores
Research found that time spent on homework exercises was the largest grade predictor—more than time spent watching videos or reading. Among comparable students, one additional hour yielded a 2.2-point score increase on a 100-point scale (with a 60 required to pass). "Organizing the course around exercises and mental challenges is much more effective than around lectures", says Thrun.
Industry
MOOCs are widely seen as a major part of a larger disruptive innovation taking place in higher education.[109][110][111] In particular, the many services offered under traditional university business models are predicted to become unbundled and sold to students individually or in newly formed bundles.[112][113] These services include research, curriculum design, content generation (such as textbooks), teaching, assessment and certification (such as granting degrees) and student placement. MOOCs threaten existing business models by potentially selling teaching, assessment, and/or placement separately from the current package of services.[109][114][115]
James Mazoue, Director of Online Programs at Wayne State University describes one possible innovation:
|
The next disruptor will likely mark a tipping point: an entirely free online curriculum leading to a degree from an accredited institution. With this new business model, students might still have to pay to certify their credentials, but not for the process leading to their acquisition. If free access to a degree-granting curriculum were to occur, the business model of higher education would dramatically and irreversibly change.[116] | 
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But how universities will benefit by "giving our product away free online" is unclear.[117]
|
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No one's got the model that's going to work yet. I expect all the current ventures to fail, because the expectations are too high. People think something will catch on like wildfire. But more likely, it's maybe a decade later that somebody figures out how to do it and make money. - James Grimmelmann, New York Law School professor[117]
|
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Fee opportunities
In the freemium business model the basic product – the course content – is given away free. "Charging for content would be a tragedy," said Andrew Ng. But "premium" services such as certification or placement would be charged a fee.[42]
Course developers could charge licensing fees for educational institutions that use its materials. Introductory or "gateway" courses and some remedial courses may earn the most fees. Free introductory courses may attract new students to follow-on fee-charging classes. Blended courses supplement MOOC material with face-to-face instruction. Providers can charge employers for recruiting its students. Students may be able to pay to take a proctored exam to earn transfer credit at a degree-granting university, or for certificates of completion.[117]
| edX | Coursera | UDACITY |
|---|---|---|
|
|
|
In February 2013 the American Council on Education (ACE) recommended that its members provide transfer credit from a few MOOC courses, though even the universities who deliver the courses had said that they would not.[121]
The University of Wisconsin offered multiple, competency-based bachelor's and master's degrees starting Fall 2013, the first public university to do so on a system-wide basis. The university encouraged students to take online-courses such as MOOCs and complete assessment tests at the university to receive credit. ACE president Molly Corbett Broad called the UW Flexible Option program "quite visionary."[122]
As of 2013 few students had applied for college credit for MOOC classes. Colorado State University-Global Campus received no applications in the year after they offered the option.[123]
Academic Partnerships is a company that helps public universities move their courses online. According to its chairman, Randy Best "We started it, frankly, as a campaign to grow enrollment. But 72 to 84 percent of those who did the first course came back and paid to take the second course."[124]
While Coursera takes a larger cut of any revenue generated – but requires no minimum payment – the not-for-profit EdX has a minimum required payment from course providers, but takes a smaller cut of any revenues, tied to the amount of support required for each course.[125]
Industry structure
The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists. The Chronicle of Higher Education lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.[126]
The larger non-profit organizations include the Bill & Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, CalTech, the University of Texas at Austin, the University of California at Berkeley, San Jose State University[126] and the Indian Institute of Technology, Bombay IIT Bombay.
Related companies include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield & Byers, New Enterprise Associates and Andreessen Horowitz.[126]
The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:
|
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Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.[127] |
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Technology
Unlike traditional courses, MOOCs require additional skills, provided by videographers, instructional designers, IT specialists and platform specialists. Georgia Tech professor Karen Head reports that 19 people work on their MOOCs and that more are needed.[128] The platforms have availability requirements similar to media/content sharing websites, due to the large number of enrollees. MOOCs typically use cloud computing.
Course delivery involves asynchronous access to videos and other learning material, exams and other assessment, as well as online forums. Before 2013 each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.[129] Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning."[130] This is unlike companies such as Coursera that have developed their own platform.[131]
Potential benefits
The MOOC Guide[132] lists 12 benefits:
- Appropriate for any setting that has connectivity (Web or Wi-Fi)
- Any language or multiple languages
- Any online tools
- Escape time zones and physical boundaries
- Produce and deliver in short timeframe (e.g. for relief aid)
- Contextualized content can be shared by all
- Informal setting
- Peer-to-peer contact can trigger serendipitous learning
- Easier to cross disciplines and institutional barriers
- Lower barriers to student entry
- Enhance personal learning environment and/or network by participating
- Improve lifelong learning skills
Experience and feedback
About 10% of the students who sign up typically complete the course.[2] Most participants participate peripherally ("lurk"). For example, one of the first MOOCs in 2008 had 2200 registered members, of whom 150 actively interacted at various times.[133]
Learners control where, what, how and with whom they learn, although different learners choose to exercise more or less of that control.[134]
Students include traditional university students, along with degreed professionals, educators, business people, researchers and others interested in internet culture.[104]
Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology[135] are applied vary. Research by Kop and Fournier[134] highlighted as major challenges the lack of social presence and the high level of autonomy required.
| Initiatives | For profit | Free to access | Certification fee | Institutional credits |
|---|---|---|---|---|
| EdX | Ոչ | Այո | Այո | Ոչ |
| Coursera | Այո | Այո | Այո | Մասնակի |
| Udacity | Այո | Այո | Այո | Մասնակի |
| Udemy | Այո | Մասնակի | Այո | Մասնակի |
| P2PU | Ոչ | Այո | Ոչ | Ոչ |
Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.[137]
A. J. Jacobs in an op-ed in the New York Times graded his experience in 11 MOOC classes overall as a "B".[138] He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors." Nevertheless he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B-". Study groups that didn't meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple choice quizzes and exams as well as essays and projects. He found the multiple choice tests stressful and peer graded essays painful. He completed only 2 of the 11 classes.[138][139]
Humanities vs science
Many popular MOOC sites were created by scientists. However, MOOCs are also useful for teaching poetry. "There was a real question of whether this would work for humanities and social science," says Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses.[107]
In the community-college study, Ms. Jaggars found lower online grades in English than in natural-science classes, although no definitive explanations emerged.[107]
Students served
By June 2012 more than 1.5 million people had registered for classes through Coursera, Udacity and/or edX.[140][141] As of 2013, the range of students registered appears to be broad, diverse and non-traditional, but concentrated among English-speakers in rich countries. By March 2013, Coursera alone had registered about 2.8 million learners.[42]
| Country | Percentage |
|---|---|
| United States | 27.7% |
| India | 8.8% |
| Brazil | 5.1% |
| United Kingdom | 4.4% |
| Spain | 4.0% |
| Canada | 3.6% |
| Australia | 2.3% |
| Russia | 2.2% |
| Rest of world | 41.9% |
By October 2013, Coursera enrollment continued to surge, surpassing 5 million, while edX had independently reached 1.3 million.[107]
A course billed as "Asia's first MOOC" given by the Hong Kong University of Science and Technology through Coursera starting in April 2013 registered 17,000 students. About 60% were from "rich countries" with many of the rest from middle-income countries in Asia, South Africa, Brazil or Mexico. Fewer students enrolled from areas with more limited access to the internet, and students from the People's Republic of China may have been discouraged by Chinese government policies.[142]
"We have the whole gamut of older and younger, experienced and less experienced students, and also academics and probably some people who are experts in related fields," according to Naubahar Sharif who teaches the class on Science, Technology and Society in China. "We do have students from China as well, in places where Internet connections are more reliable."[142]
Koller stated in May 2013 that a majority of the people taking Coursera courses had already earned college degrees.[143]
According to a Stanford University study of a more general group of students "active learners" – anybody who participated beyond just registering – found that 64% of high school active learners were male and 88% were male for undergraduate- and graduate-level courses.[144]
In 2013, the Chronicle of Higher Education surveyed 103 professors who had taught MOOCs. "Typically a professor spent over 100 hours on his MOOC before it even started, by recording online lecture videos and doing other preparation," though some instructors' pre-class preparation was "a few dozen hours." The professors then spent 8–10 hours per week on the course, including participation in discussion forums.[145]
The medians were: 33,000 students enrollees; 2,600 passing; and 1 teaching assistant helping with the class. 74% of the classes used automated grading, and 34% used peer grading. 97% of the instructors used original videos, 75% used open educational resources and 27% used other resources. 9% of the classes required a physical textbook and 5% required an e-book.[145][146]
Student demographics
A study from Stanford University's Learning Analytics group identified four types of students: auditors, who watched video throughout the course, but took few quizzes or exams; completers, who viewed most lectures and took part in most assessments; disengaged learners, who quickly dropped the course; and sampling learners, who might only occasionally watch lectures.[144] They identified the following percentages in each group:[147]
| Course | Auditing | Completing | Disengaging | Sampling |
|---|---|---|---|---|
| High school | 6% | 27% | 28% | 39% |
| Undergraduate | 6% | 8% | 12% | 74% |
| Graduate | 9% | 5% | 6% | 80% |
Jonathan Haber focused on questions of what students are learning and student demographics. About half the students taking US courses are from other countries and do not speak English as their first language. He found some courses to be meaningful, especially about reading comprehension. Video lectures followed by multiple choice questions can be challenging since they are often the "right questions." Smaller discussion boards paradoxically offer the best conversations. Larger discussions can be "really, really thoughtful and really, really misguided," with long discussions becoming rehashes or "the same old stale left/right debate."[137]
Challenges and criticisms
The MOOC Guide[132] lists 5 possible challenges for collaborative-style MOOCs:
- Participants must create their own content
- Digital literacy is necessary
- Time and effort required from participants
- It is organic, which means the course will take on its own trajectory (you have got to let go).
- Participants must self-regulate and set their own goals
Other concerns include:
The 'territorial' nature of MOOCs[148] with little discussion around: 1) who enrolls in/completes courses; 2) The implications of courses scaling across country borders, and potential difficulties with relevance and knowledge transfer; 3) the need for territory-specific study of locally relevant issues and needs.
Other features associated with early MOOCs, such as open licensing of content, open structure and learning goals, community-centeredness, etc., may not be present in all MOOC projects.[3]
Effects on the structure of higher education were lamented for example by Moshe Y. Vardi, who finds an "absence of serious pedagogy in MOOCs", indeed in all of higher education. He criticized the format of "short, unsophisticated video chunks, interleaved with online quizzes, and accompanied by social networking."[պարզաբանել] An underlying reason is simple cost cutting pressures, which could hamstring the higher education industry.[149]
Cary Nelson, former president of the American Association of University Professors claimed that MOOCs are not a reliable means of supplying credentials, stating that "It’s fine to put lectures online, but this plan only degrades degree programs if it plans to substitute for them." Sandra Schroeder, chair of the Higher Education Program and Policy Council for the American Federation of Teachers expressed concern that "These students are not likely to succeed without the structure of a strong and sequenced academic program."[150]
With a 60% majority, the Amherst College faculty rejected the opportunity to work with edX based on a perceived incompatibility with their seminar-style classes and personalized feedback. Some were concerned about issues such as the "information dispensing" teaching model of lectures followed by exams, the use of multiple-choice exams and peer-grading. The Duke University faculty took a similar stance in the spring of 2013. The effect of MOOCs on second- and third-tier institutions and of creating a professorial "star system" were among other concerns.[99]
In April 2013, the Philosophy Department faculty of San Jose State University wrote an open letter to Harvard Professor Michael Sandel outlining their concerns about MOOCs, most notably their "fear that two classes of universities will be created: one, well- funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures and interact, if indeed any interaction is available on their home campuses, with a professor that this model of education has turned into a glorified teaching assistant." The letter was published in The Chronicle of Higher Education.[151]
At least one alternative to MOOCs has advocates: Distributed open collaborative courses (DOCC) challenge the roles of the instructor, hierarchy, money and massiveness. DOCC recognizes that the pursuit of knowledge may be achieved better by not using a centralized singular syllabus, that expertise is distributed throughout all the participants and does not just reside with one or two individuals.[152]
Although the purpose of MOOCs is ultimately to educate more people, recent criticisms include accessibility and a Westernized curriculum that lead to a failure to reach the very audience they were intended to save.[153]
Hype
During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.[155] Dennis Yang, President of MOOC provider Udemy, later made the point in an article for the Huffington Post.[156]
Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede." Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.[43][157] By early 2013, questions emerged about whether academia was "MOOC'd out."[154][158]
Providers
See also
- Connectivism
- Distance education
- E-learning
- Open educational resources
- Outcome-based education
- OpenCourseWare
- Saylor Foundation
References
- ↑ 1,0 1,1 Pappano, Laura. «The Year of the MOOC». The New York Times. Վերցված է 18 April 2014-ին.
- ↑ 2,0 2,1 Lewin, Tamar (20 February 2013). «Universities Abroad Join Partnerships on the Web». New York Times. Վերցված է 6 March 2013-ին.
- ↑ 3,0 3,1 Wiley, David. "The MOOC Misnomer". Հուլիս 2012
- ↑ Cheverie, Joan. «MOOCs an Intellectual Property: Ownership and Use Rights». Վերցված է 18 April 2013-ին.
- ↑ David F Carr (20 August 2013). «Udacity hedges on open licensing for MOOCs». Information Week. Վերցված է 21 August 2013-ին.
- ↑ Saettler, L. Paul (1968). A History of Instructional Technology. New York: McGraw Hill. ISBN 0070544107.
- ↑ J.J. Clark, "The Correspondence School—Its Relation to Technical Education and Some of Its Results," Science (1906) 24#611 pp. 327–334 in JSTOR
- ↑ Joseph F. Kett, Pursuit of Knowledge Under Difficulties: From Self-Improvement to Adult Education in America (1996) pp 236–8
- ↑ Susan J. Douglas (2004). Listening in: Radio and the American Imagination. U of Minnesota Press. էջ 52.
- ↑ The Century Illustrated Monthly Magazine (1924) Volume 108, Page 148
- ↑ Matt, Susan; Fernandez, Luke (23 April 2013). «Before MOOCs, 'Colleges of the Air'». Chronicle of Higher Education.
- ↑ Dwayne D. Cox and William J. Morison, The University of Louisville (1999) pp 115–17
- ↑ For description, see: «Augustine on the Infobahn».; for O'Donnell's reflections on the current context, see «The Future Is Now and Always Has Been».
- ↑ Pappano, Laura. «The Year of the Mooc». The New York Times. The New York Times. Վերցված է 29 November 2012-ին.
- ↑ 15,0 15,1 Downes, Stephen (2008). «CCK08 - The Distributed Course». The MOOC Guide. Վերցված է 11 September 2013-ին.
- ↑ Yuan, Li; Powell, Stephen; Olivier, Bill (2014). «Beyond MOOCs: Sustainable Online Learning in Institutions». Cetis publications. Վերցված է 31 January 2014-ին.
{{cite web}}: CS1 սպաս․ բազմաթիվ անուններ: authors list (link) - ↑ 17,0 17,1 Parr, Chris (17 October 2013). «Mooc creators criticise courses' lack of creativity». Times Higher Education. Վերցված է 22 October 2013-ին.
- ↑ Dave Cormier (18 April 2013). [Տեսանյութը ՅուԹյուբում Attention les MOOC!?! Mois de la pédagogie universitaire]. University of Prince Edward Island.
{{cite AV media}}: Check|url=value (օգնություն) - ↑ Cormier, Dave (2 October 2008). «The CCK08 MOOC – Connectivism course, 1/4 way». Dave's Educational Blog. Վերցված է 10 September 2013-ին.
- ↑ Glader, Paul. «Khan Academy Competitor? Mike Feerick of ALISON.com Talks About The Future Of Online Education». Wired Academic. Wired Academic. Վերցված է 25 July 2013-ին.
- ↑ 21,0 21,1 Booker, Ellis (30 January 2013). «Early MOOC Takes A Different Path». Information Week. Վերցված է 25 July 2013-ին.
- ↑ 22,0 22,1 Bornstein, David (11 July 2012). «Open Education For A Global Economy». New York Times. Վերցված է 25 July 2013-ին.
- ↑ Emmons, Gary. «Education Innovation — 5 Bright Ideas». Harvard Business School Alumni Bulletin. Harvard Business School. Վերցված է 25 July 2013-ին.
- ↑ Goldmark, Peter (22 June 2012). «A Website That Lifts People Up». Newsday. Վերցված է 25 July 2013-ին.
- ↑ Holden, Louise (21 March 2012). «Special Report — Ashoka 'Change Nation'». Irish Times.
{{cite news}}:|access-date=requires|url=(օգնություն) - ↑ Masters, Ken (2011). «A brief guide to understanding MOOCs». The Internet Journal of Medical Education. 1 (Num. 2).
- ↑ The College of St. Scholastica, "Massive Open Online Courses", (2012)
- ↑ 28,0 28,1 Smith, Lindsey "5 education providers offering MOOCs now or in the future". 31 July 2012.
- ↑ Richard Pérez-Peña (17 July 2012). «Top universities test the online appeal of free». The New York Times. Վերցված է 18 July 2012-ին.
- ↑ Horacio Reyes. «History of a revolution in e-learning». Revista Educacion Virtual. Վերցված է 10 August 2012-ին.
- ↑ «Georgia Tech, Udacity Shock Higher Ed With $7,000 Degree». Forbes. 2012-04-18. Վերցված է 2013-05-30-ին.
- ↑ Burlingame, Russ. «Teaching Gender Through Comics With Christina Blanch, Part 1». Comic Book.
- ↑ Armitage, Hugh. «Christina Blanch (Gender Through Comic Books) on teaching with comics». Digital Spy.
- ↑ Zafrin Nurmohamed, Nabeel Gillani, and Michael Lenox (2013-07-04). «A New Use for MOOCs: Real-World Problem Solving». Harvard Business Review blog. Վերցված է 2013-07-08-ին.
{{cite web}}: CS1 սպաս․ բազմաթիվ անուններ: authors list (link) - ↑ Amit Jain (2013-04-25). «Connect with students to "MOOC-source" your data». GuideStar Trust blog. Վերցված է 2013-07-08-ին.
- ↑ New, Jake (8 May 2013). «Partnership Gives Students Access to a High-Price Text on a MOOC Budget». Chronicle of Higher Education. Վերցված է 14 May 2013-ին.
- ↑ «Skynet University».
- ↑ [Introduction to Astronomy էջը Յություբ տեսահոսթինգում «Skynet University on YouTube»].
{{cite web}}: Check|url=value (օգնություն) - ↑ [[[:Կաղապար:Facebook page]] «Skynet on Facebook»].
{{cite web}}: Check|url=value (օգնություն) - ↑ [[[:Կաղապար:Twitter.com]] «Skynet on Twitter»].
{{cite web}}: Check|url=value (օգնություն) - ↑ «Announces Partnership with Google to Expand Open Source Platform». edX. 2013-09-10. Վերցված է 2013-10-13-ին.
- ↑ 42,0 42,1 42,2 Waldrop, M. Mitchell; Nature magazine (13 March 2013). «Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science». Scientific American. Վերցված է 28 April 2013-ին.
- ↑ 43,0 43,1 43,2 Tamar Lewin (20 February 2013). «Universities Abroad Join Partnerships on the Web». The New York Times. Վերցված է 21 February 2013-ին.
- ↑ Steve Kolowich (21 February 2013). «Competing MOOC Providers Expand into New Territory—and Each Other's» (blog by expert journalist). The Chronicle of Higher Education. Վերցված է 21 February 2013-ին.
- ↑ «schoo（スクー） WEB-campus». Schoo.jp. Վերցված է 2013-10-13-ին.
- ↑ 46,0 46,1 46,2 46,3 Sara Grossman (5 July 2013). «American MOOC Providers Face International Competition». The Chronicle of Higher Education. Վերցված է 8 July 2013-ին.
- ↑ 1. Al-Atabi, M.T. and DeBoer, J. 2014 "Teaching Entrepreneurship using Massive Open Online Course (MOOC)." Technovation. In Press.
- ↑ Inda Marlina (2013-08-24). «Kuliah? Di UCEO saja». Bisnis.com. Վերցված է 2013-10-23-ին.
- ↑ Wiji Nurhayat (2013-08-25). «Mau Belajar Jadi Pengusaha Secara Gratis? Ini Caranya». detik.com. Վերցված է 2013-10-23-ին.
- ↑ 50,0 50,1
This citation will be automatically completed in the next few minutes. You can jump the queue or expand by hand - ↑ «MOOC dot Fi - Massive Open Online Courses». http://mooc.fi.
{{cite web}}: External link in|website= - ↑ Kurhila, Jaakko. «Experiences from running a programming MOOC in Finland». http://www.aalto.fi/en/current/events/digi_breakfast_on-e-learning_and_moocs/. Վերցված է 27 August 2014-ին.
{{cite web}}: External link in|website= - ↑ http://www.Eliademy.com
- ↑ 54,0 54,1 Tuesday, 12 March 2013 (2013-03-12). «MeeGo To MOOCs, Ex-Nokians Launch Eliademy To Put Education In The Cloud». TechCrunch. Վերցված է 2013-10-13-ին.
{{cite web}}: CS1 սպաս․ թվային անուններ: authors list (link) - ↑ Sotiris says: (2013-08-02). «Another Look at Eliademy, a cloud-based alternative to Moodle | Moodle News». Moodlenews.com. Վերցված է 2013-10-13-ին.
{{cite web}}: CS1 սպաս․ հավելյալ կետադրություն (link) - ↑ Claire Shaw (2012-12-20). «FutureLearn is UK's chance to 'fight back', says OU vice-chancellor | Higher Education Network | Guardian Professional». Guardian. Վերցված է 2013-05-30-ին.
- ↑ Tuesday, 19 February 2013 (2013-02-19). «U.K. MOOCs Alliance, Futurelearn, Adds Five More Universities And The British Library — Now Backed By 18 Partners». TechCrunch. Վերցված է 2013-05-30-ին.
{{cite web}}: CS1 սպաս․ թվային անուններ: authors list (link) - ↑ OpenupEd
- ↑ «Europe's 20 Fastest Growing And Most Innovative E-Learning Companies Named». Edxus Group News. Edxus Group. Վերցված է 1 August 2013-ին.
- ↑ «Brave new free online course for UNSW». Afr.com. Վերցված է 3 June 2013-ին.
- ↑ Bernhardt, Ingo. «http://theconversation.com/openlearning-launches-into-competitive-moocs-market-10155». The Conversation. Վերցված է 3 December 2013-ին.
{{cite web}}: External link in|title= - ↑ «PR Newswire UK: Australia sets the scene for free online education - MELBOURNE, Australia, 20 March 2013 /PRNewswire/». australia: Prnewswire.co.uk. Վերցված է 2013-05-30-ին.
- ↑ «The Aussie Coursera? A new homegrown MOOC platform arrives». Theconversation.com. Վերցված է 2013-05-30-ին.
- ↑ «MOOC Completion Rates». katyjordan.com. Վերցված է 2014-03-19-ին.
- ↑ «Online education: Targeted MOOC captivates students». Nature. Վերցված է 2014-03-19-ին.
- ↑ «Universidad Galileo». Galileo.edu. Վերցված է 2013-10-13-ին.
- ↑ «Desarrollando Aplicaciones para iPhone y iPad | FISICC». Galileo.edu. Վերցված է 2013-10-13-ին.
- ↑ «LRN Home». Dotlrn.org. Վերցված է 2013-10-13-ին.
- ↑ «Educação de qualidade ao alcance de todos». Veduca. 2013-08-11. Վերցված է 2013-10-13-ին.
- ↑ Latin America's First MOOC (17 June 2013). https://www.edsurge.com/n/2013-06-17-latin-america-s-first-mooc (Retrieved 2 July 2013).
- ↑ Primeiro curso superior virtual da América Latina já soma 10 mil inscritos (28 June 2013). http://noticias.terra.com.br/educacao/primeiro-curso-superior-virtual-da-america-latina-ja-soma-10-mil-inscritos,2a26b78c2b28f310VgnCLD2000000ec6eb0aRCRD.html (Retrieved 2 July 2013).
- ↑ «Wedubox first massive online platform in Latam and MassChallenge». MassChallenge. 2013-08-11. Վերցված է 2013-10-13-ին.
- ↑ Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013. pp. 7–8.
- ↑ «What You Need to Know About MOOCs». Chronicle of Higher Education. Վերցված է 14 March 2013-ին.
- ↑ «Open Education for a global economy».
- ↑ «Teach Online - Join the 1000s of Instructors Teaching on Udemy!». Udemy.com. Վերցված է 2013-10-13-ին.
- ↑ Carey, Kevin (2012-05-20). «Revenge of the Underpaid Professors». The Chronicle of Higher Education. Վերցված է 2013-10-13-ին.
- ↑ [Տեսանյութը ՅուԹյուբում «10 Steps to Developing an Online Course: Walter Sinnott-Armstrong»]. Duke University. Վերցված է 20 March 2013-ին.
{{cite web}}: Check|url=value (օգնություն) - ↑ «Designing, developing and running (Massive) Online Courses by George Siemens». Athabasca University. 12 September 2012. Վերցված է 26 March 2013-ին.
- ↑ Shirky, Clay (8 July 2013). «MOOCs and Economic Reality». The Chronicle of Higher Education. Վերցված է 8 July 2013-ին.
- ↑ «Librarians and the Era of the MOOC». Nature.com. 9 May 2013. Վերցված է 11 May 2013-ին.
- ↑ Carson, Steve. "What we talk about when we talk about automated assessment" 23 July 2012
- ↑ Downes, Stephen (9 April 2013). «What the 'x' in 'xMOOC' stands for». Վերցված է 17 May 2014-ին.
- ↑ Price, Matthew (1 March 2013). «First massive open online course at University of Oklahoma to feature graphic novel». The Oklahoman. Վերցված է 2013-03-01-ին.
- ↑ Young, Jeffrey R. (27 January 2013). «The Object Formerly Known as the Textbook». Chronicle of Higher Education. Վերցված է 14 March 2013-ին.
- ↑ Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013. p.6
- ↑ Siemens, George. «MOOCs are really a platform». Elearnspace. Վերցված է 2012-12-09-ին.
- ↑ Wise, James. «Six tools to help vocational MOOC development». ThinkOutLoudClub. Վերցված է 2012-03-28-ին.
- ↑ [Տեսանյութը ՅուԹյուբում «George Siemens on Massive Open Online Courses (MOOCs)»]. YouTube. Վերցված է 2012-09-18-ին.
{{cite web}}: Check|url=value (օգնություն) - ↑ Downes, Stephen "'Connectivism' and Connective Knowledge", Huffpost Education, 5 January 2011, accessed 27 July 2011
- ↑ Kop, Rita "The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course", International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 22 November 2011
- ↑ Bell, Frances "Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning", International Review of Research in Open and Distance Learning, Volume 12, Number 3, 2011, accessed 31 July 2011
- ↑ Downes, Stephen. "Learning networks and connective knowledge", Instructional Technology Forum, 2006, accessed 31 July 2011
- ↑ «Dialogue and connectivism: A new approach to understanding and promoting dialogue-rich networked learning | Ravenscroft | The International Review of Research in Open and Distance Learning». Irrodl.org. Վերցված է 2012-09-18-ին.
- ↑ Dialogue and Connectivism: A New Approach to Understanding and Promoting Dialogue-Rich Networked Learning [1] Andrew Ravenscroft International Review of Research in Open and Distance Learning Vol. 12.3 March – 2011, Learning Technology Research Institute (LTRI), London Metropolitan University, UK
- ↑ S.F. John Mak, R. Williams, and J. Mackness, Blogs and Forums as Communication and Learning Tools in a MOOC, Proceedings of the 7th International Conference on Networked Learning (2010)
- ↑ 97,0 97,1 Degree of Freedom – an adventure in online learning, MOOC Components – Assessment, 22 March 2013.
- ↑ 98,0 98,1 Eisenberg, Anne (2 March 2013). «Keeping an Eye on Online Test-Takers». New York Times. Վերցված է 19 April 2013-ին.
- ↑ 99,0 99,1 Rivard, Ry (19 April 2013). «EdX Rejected». Inside Higher Education. Վերցված է 22 April 2013-ին.
- ↑ Wong, Michael (28 March 2013). «Online Peer Assessment in MOOCs: Students Learning from Students». Centre for Teaching, Learning and Technology Newsletter. University of British Columbia. Վերցված է 20 April 2013-ին.
- ↑ 101,0 101,1 P. Adamopoulos, "What Makes a Great MOOC? An Interdisciplinary Analysis of Student Retention in Online Courses," ICIS 2013 Proceedings (2013) pp. 1–21 in AIS Electronic Library (AISeL)
- ↑ Catropa, Dayna (24 February 2013). «Big (MOOC) Data». Inside Higher Ed. Վերցված է 27 March 2013-ին.
- ↑ Jordan, Katy. «MOOC Completion Rates: The Data». Վերցված է 23 April 2013-ին.
- ↑ 104,0 104,1 «MOOCs on the Move: How Coursera Is Disrupting the Traditional Classroom» (text and video). Knowledge @ Wharton. University of Pennsylvania. 7 November 2012. Վերցված է 23 April 2013-ին.
- ↑ Kolowich, Steve (8 April 2013). «Coursera Takes a Nuanced View of MOOC Dropout Rates». The Chronicle of Higher Education. Վերցված է 19 April 2013-ին.
- ↑ «MOOC Interrupted: Top 10 Reasons Our Readers Didn't Finish a Massive Open Online Course». Open Culture. Վերցված է 21 April 2013-ին.
- ↑ 107,0 107,1 107,2 107,3 107,4 107,5 107,6 107,7 Fowler, Geoffrey A. (2013-10-08). «An early report card on MOOCs». Wall Street Journal. Վերցված է 2013-10-14-ին.
- ↑ Richard Perez-Pena (25 March 2013). «Harvard Asks Graduates to Donate Time to Free Online Humanities Class By RICHARD PÉREZ-PEÑA Published:». The New York Times. Վերցված է 26 March 2013-ին.
- ↑ 109,0 109,1 Barber, Michael (March 2013). An Avalanche is Coming; Higher Education and the Revolution Ahead (PDF). London: Institute for Public Policy Research. էջ 71. Վերցված է 14 March 2013-ին.
{{cite book}}: Unknown parameter|coauthors=ignored (|author=suggested) (օգնություն) - ↑ Parr, Chris (14 March 2013). «Fund 'pick-and-mix' MOOC generation, ex-wonk advises». Times Higher Education (London). Վերցված է 14 March 2013-ին.
- ↑ Watters, Audrey (5 September 2012). «Unbundling and Unmooring: Technology and the Higher Ed Tsunami». Educause Review. Վերցված է 14 March 2013-ին.
- ↑ Carey, Kevin (3 September 2012). «Into the Future With MOOC's». Chronicle of Higher Education. Վերցված է 20 March 2013-ին.
- ↑ Harden, Nathan (January 2013). «The End of the University as We Know It». The American Interest. Վերցված է 26 March 2013-ին.
- ↑ Zhu, Alex (6 September 2012). «Massive Open Online Courses – A Threat Or Opportunity To Universities?». Forbes. Վերցված է 14 March 2013-ին.
- ↑ Shirky, Clay (17 December 2012). «Higher education: our MP3 is the mooc». The Guardian. Վերցված է 14 March 2013-ին.
- ↑ Mazoue, James G. (28 January 2013). «The MOOC Model: Challenging Traditional Education». EDUCAUSE Review Online. Վերցված է 26 March 2013-ին.
- ↑ 117,0 117,1 117,2 Lewin, Tamar (6 January 2013). «Students Rush to Web Classes, but Profits May Be Much Later». New York Times. Վերցված է 6 March 2013-ին.
- ↑ «Edukart Raises $500K To Bring Better Online Education To India And The Developing World». TechCrunch. 2013-05-30. Վերցված է 2013-09-16-ին.
- ↑ Jubin Mehta (2013-02-13). «Online education startup EduKart opens 25 franchisees to accelerate growth». Your Story. Վերցված է 2013-09-16-ին.
- ↑ Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013.http://publications.cetis.ac.uk/2013/667, p.10
- ↑ Korn, Melissa (7 February 2013). «Big MOOC Coursera Moves Closer to Academic Acceptance». Wall Street Journal. Վերցված է 8 March 2013-ին.
- ↑ «Saddleback College Library». Sks.sirs.com.ezproxy.socccd.edu. Վերցված է 2013-10-13-ին.
- ↑ Kolowich, Steve (8 July 2013). «A University's Offer of Credit for a MOOC Gets No Takers». Chronicle of Higher Education. Վերցված է 25 July 2013-ին. Udacity, which is offering an online master's degree in computer science in partnership with Georgia Tech, reported in October 2013 that applications for the term starting in January 2014 were more than double the number of applications that Georgia Tech receives for its traditional program. Belkin, douglas (30 October 2013). «First-of-Its-Kind Online Master's Draws Wave of Applicants». Վերցված է 31 October 2013-ին.
- ↑ Tamar Lewin. Public Universities to Offer Free Online Classes for Credit. 23 January 2013
- ↑ Kolowich, Steve (2013-02-21). «How EdX Plans to Earn, and Share, Revenue From Free Online Courses - Technology - The Chronicle of Higher Education». Chronicle.com. Վերցված է 2013-05-30-ին.
- ↑ 126,0 126,1 126,2 «Major Players in the MOOC Universe». Chronicle of Higher Education. 29 April 2013. Վերցված է 29 April 2013-ին.
- ↑ «San Jose State to Michael Sandel: Keep your MOOC off our campus». Boston Globe. 3 May 2013. Վերցված է 7 May 2013-ին.
- ↑ Head, Karen (3 April 2013). «Sweating the Details of a MOOC in Progress». Chronicle of Higher Education. Վերցված է 6 April 2013-ին.
- ↑ «edX Takes First Step toward Open Source Vision by Releasing XBlock SDK». www.edx.org. edX. Վերցված է 6 April 2013-ին.(չաշխատող հղում)
- ↑ Young, Jeffrey R. (5 April 2013). «Stanford U. and edX Will Jointly Build Open-Source Software to Deliver MOOCs». Chronicle of Higher Education. Վերցված է 3 April 2013-ին.
- ↑ «What is Coursera's Stack?». www.quora.org. Qoura. Վերցված է 8 April 2013-ին.
- ↑ 132,0 132,1 «Benefits and Challenges of a MOOC». MoocGuide. 7 Jul 2011. Վերցված է 4 February 2013-ին.
- ↑ Mackness, Jenny, Mak, Sui Fai John, and Williams, Roy "The Ideals and Reality of Participating in a MOOC", Proceedings of the 7th International Conference on Networked Learning 2010
- ↑ 134,0 134,1 Kop, Rita, and Fournier, Helene "New Dimensions to Self-Directed Learning in an Open Networked Learning Environment"(չաշխատող հղում) , International Journal of Self-Directed Learning, Volume 7, Number 2, Fall 2010
- ↑ Iiyoshi, Toru; Kumar, M. S. Vijay (2008). Opening Up Education: The Collective Advancement of Education through Open Technology, Open Content, and Open Knowledge. MIT Press. ISBN 0262033712.
- ↑ Yuan, Li, and Stephen Powell. MOOCs and Open Education: Implications for Higher Education White Paper. University of Bolton: CETIS, 2013. http://publications.cetis.ac.uk/2013/667.
- ↑ 137,0 137,1 Bombardieri, Marcella (14 April 2013). «Can you MOOC your way through college in one year?». Boston Globe. Վերցված է 23 April 2013-ին.
- ↑ 138,0 138,1 Jacobs, A.J. (21 April 2013). «Two Cheers for Web U!». New York Times, Sunday Review. Վերցված է 23 April 2013-ին.
- ↑ «Making the most of MOOCs: the ins and outs of e-learning» (Radio interview and call-in). Talk of the Nation. National Public Radio. 23 April 2013. Վերցված է 23 April 2013-ին.
- ↑ Steve Kolowich (2012-06-11). «Experts speculate on possible business models for MOOC providers». Inside Higher Ed. Վերցված է 2013-10-04-ին.
- ↑ See, e.g. the first 3 minutes of the video [GrigorGB/Ավազարկղ TED-ում «Daphne Koller: What we're learning from online education»]. TED. June 2012. Վերցված է 23 April 2013-ին.
{{cite web}}: Check|url=value (օգնություն) - ↑ 142,0 142,1 Sharma, Yojana (22 April 2013). «Hong Kong MOOC Draws Students from Around the World». Chronicle of Higher Education. Վերցված է 23 April 2013-ին. reprinted from University World News
- ↑ Steve Kolowich, "In Deals With 10 Public Universities, Coursera Bids for Role in Credit Courses," Chronicle of Higher Education 30 May 2013
- ↑ 144,0 144,1 MacKay, R.F. (11 April 2013). «Learning analytics at Stanford takes huge leap forward with MOOCs». Stanford Report. Stanford University. Վերցված է 22 April 2013-ին.
- ↑ 145,0 145,1 Kolowich, Steven (26 March 2013). «The Professors Who Make the MOOCs». Chronicle of Higher Education. Վերցված է 26 March 2013-ին.
- ↑ «Additional Results From The Chronicle's Survey». Chronicle of Higher Education. 26 March 2013. Վերցված է 26 March 2013-ին.
- ↑ René F. Kizilcec; Chris Piech; Emily Schneider. «Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses» (PDF). LAK conference presentation. Վերցված է 22 April 2013-ին.
- ↑ Olds, Kris (3 December 2012). «On the territorial dimensions of MOOCs». Inside Higher Ed. Վերցված է 4 February 2013-ին.
- ↑ Vardi, Moshe Y. (November 2012). «Will MOOCs destroy academia?». Communications of the ACM. 55 (11): 5. doi:10.1145/2366316.2366317. Վերցված է 23 April 2013-ին.
- ↑ Basu, Kaustuv (2012-05-23). «Faculty groups consider how to respond to MOOCs». Inside Higher Ed. Վերցված է 2013-10-13-ին.
- ↑ http://chronicle.com/article/The-Document-Open-Letter-From/138937/
- ↑ Scott Jaschik, "Feminist Anti-MOOC", Inside Higher Ed, 19 August 2013).
- ↑ Gais, Hannah (July 17, 2014). «Is the developing world 'MOOC'd out'?». Al Jazeera. Վերցված է 19 July 2014-ին.
- ↑ 154,0 154,1 Yang, Dennis (14 March 2013). «Are We MOOC'd Out?». Huffington Post. Վերցված է 5 April 2013-ին.
- ↑ [Տեսանյութը ՅուԹյուբում «SXSWedu 2013 - MOOCS: Hype or Hope?»]. SXSWedu.
{{cite web}}: Check|url=value (օգնություն) - ↑ Yang, Dennis. «Are We MOOC'd Out?». Huffington Post.
- ↑ Laura Pappano. The Year of the MOOC – The New York Times. 2 November 2012
- ↑ Skapinker, Michael (20 March 2013). «Open web courses are massively overhyped». Financial Times. Վերցված է 5 April 2013-ին.
External links and further reading
- Report and literature review from UK Government Department for Business Innovation and Skills (BIS) "The maturing of the MOOC: literature review of massive open online courses & other forms of online distance learning" https://www.gov.uk/government/publications/massive-open-online-courses-and-online-distance-learning-review
- Knox, J., Bayne, S., Ross, J. MacLeod, H, Sinclair, C. (2012). "MOOC pedagogy: the challenges of developing for Coursera" Association for Learning Technology (ALT) Online Newsletter. Issue 28
- "Babson Survey Research Group: National reports on growth of online learning in US Higher Education"
- A. McAuley, B. Stewart, G. Siemens and D. Cormier, The MOOC Model for Digital Practice (2010)
- Daniel, John (2012) Making sense of MOOCs: musings in a maze of myth, paradox and possibility, Research paper presented as a fellow of the Korea National Open University, retrieved 13 October 2012 from http://sirjohn.ca/wordpress/wp-content/uploads/2012/08/120925MOOCspaper2.pdf
- D. Levy, Lessons Learned from Participating in a Connectivist Massive Online Open Course (MOOC), (2011)
- Rees, Jonathan The MOOC Racket, Slate, 25 July 2013.
- UNLOCKING the GATES: How and Why Leading Universities Are Opening Up Access To Their Courses; Taylor Walsh, Princeton University Press, 2011. ISBN 978-0-691-14874-8
- Stephen Carson and Jan Philipp Schmidt. The Massive Open Online Professor. Academic Matters: The Journal of Higher Education, May 2012.
- Books are MOOCs, Too, Bernard Fryshman, Inside Higher Education, 2 August 2013.
- Open Education Europa (European Commission): European MOOCs Scoreboard.
- D'Agati, Caroline. (August 2014), The Brave New (Wired) World of Online Education.