Introduction to MOOCs
Massive Open Online Courses, or MOOCs, have recently come into the public eye as a topic of interest. Whether as an alternative to traditional education, a way to enhance skills in the work-place, or as a way to make education freely available to everyone, many teachers, institutions and students are currently participating in MOOCs. However, as with any new technology, MOOCs are not yet fully understood, in terms of their impact, quality, and effectiveness. In this vein, the MOOCs have the potential to change the face of education, and how teaching is done, but at what cost, or at what benefit? To analyze this phenomenon from the perspective of work and the education industry, the question becomes whether or not the shift from the traditional classroom to the Virtual Workplace, in the form of MOOCs, increases the efficiency and impact that teachers can have. This question will be addressed through considering how MOOCs affect teacher’s ability at their job: the Reach and Cost of these programs, the Quality of teaching that can be passed on, and how MOOCs affect teachers and the institutions that promote them.
Reach and Cost
One of the most important characteristics of a MOOC is its size, and by connection, its cost. Because MOOCs are based on a scalable internet platform, they are greatly increase the availability of their course without increasing the cost. By moving to the virtual workplace, individual teachers are able to reach tens of thousands of students at virtually no cost to the student [1]–[4]. However, as Postman said, “All technological change is a trade-off” [5]. This section will discuss the advantages and disadvantages directly related to teaching a course at the large scale that is common am...
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...ca/2013/10/trends-in-online-and-open-education.html. [Accessed: 07-Dec-2013].
[18] S. Grossman, “Moody’s Says MOOCs Could Raise a University’s Credit Rating,” The Chronicle of Higher Education, 2013. [Online]. Available: http://chronicle.com/blogs/wiredcampus/moodys-says-moocs-could-boost-a-universitys-credit-rating. [Accessed: 07-Dec-2013].
[19] S. Saxena, “How MOOCs Can Turn Teachers to Rockstars,” EdTechReview, 2013. [Online]. Available: http://edtechreview.in/news/news/trends-insights/trends/629-how-moocs-can-turn-teachers-to-rockstars. [Accessed: 07-Dec-2013].
[20] K. Werbach, “Don’t Call Us Rock Stars – The Conversation - Blogs - The Chronicle of Higher Education,” The Chronicle of Higher Education, 2013. [Online]. Available: http://chronicle.com/blogs/conversation/2013/10/25/dont-call-us-rock-stars/?cid=wc&utm_source=wc&utm_medium=en. [Accessed: 07-Dec-2013].
After assessing Gregory’s essay, it is obvious that Gregory’s ability to adjust to anything that is thrown at him and his ability to work with anyone heightens his marketability to be chosen as a student for MOOC. Being flexible and having the ability to work with any kind of person is a big advantage because he can respond well to the pressures of this course. He can overcome many of the challenges that the massive open online course has to offer in order to get his training. For example, In Gregory’s essay he mentions how he would “...volunteer work at a summer day camp for kids…”, and exhibited “...dedication to student council” , while also “...enthusiastically devote time to service projects through Junior Civitans that help the community” (Gregory 14, 15). This also shows that Gregory is the best candidate to enroll in a MOOC- massive open online courses. In another article title “The Year of the MOOC” by Laura Pappano the author informs the readers
Potter, Claire. "Should They Stay or Should They Go?: A Few Thoughts on Who is 'Supposed' To Be in College.". The Chronicle of Higher Education, 2011. Web. 16 November 2013.
Should online courses be offered in more colleges? Today, there is a growing demand of students who are determined to pursue their education without having to go to school. The critics of online education argue that traditional teaching in classrooms is better than online education. However, online courses should be offered in more colleges.
While lecture tactics have remained the same for decades, the incorporation of MOOCs (online courses) has students thinking about their studies and broadening their knowledge; students are engaged even outside of the normal classroom times (Heller). Nathan Heller elaborates on the online education factor of learning. MOOCs are designed to ensure that students are staying engaged in the coursework by throwing them into comprehension and collaboration through discussion tasks. This article shows how online engagement outside of the classroom time helps students achieve and retain more information through constant repetition. Those who try to reason that college is nothing more than an accumulation of debt in relation to a high school education should take into consideration the rigor and extra hours of study that takes place from being a college student. In conjunction with Heller’s article, “The Future of College” written by The Atlantic, goes on the say that the “motives [of universities] will align with student interests” (Wood). This means to say that college offers so much for the ambitious student, that the cost is not as substantial as compared to what the student takes away from their college endeavor, one that is not comparable to a systematic high school
As online learning continues to boost in popularity, more institutions of higher learning are focusing on a common occurrence practiced among universities and colleges offering online courses (Street, n. d.). There is significant growth in the online market because students working full time are the fastest growing part of the learner population and they bring commercial tuition dollars with them. It is estimated that five of six online students have some type of employment and would not be able to attend customary face-to-face classes (Thomas, 2001). The quantity of universities offering online education courses and the amount of students registering for online courses are on the rise.
Pearcy, Mark. “Student, Teacher, Professor: Three Perspectives on Online Education.” History Teacher 27.2 (2014): 169-185. Education Research Complete. Web. 2 April 2014.
Caruso, C. (2008). Bringing Online Learning to Life. Educational Leadership, 65(8) 70. Retrieved from EBSCOhost.
In today’s day and age, technology is advancing around all of us. Computers are now accessible everywhere you go, cell phones in everyone’s hands, and even wireless internet in business we go to everyday. It doesn’t seem too farfetched now, just like online courses for college students who wish to attend without leaving the comfort of their own home for the price of internet and perhaps a book. As crazy as it sounds, it is completely true and it is becoming a huge hit. Massive Open Online Courses, MOOCS, are a popular up and coming platform in the education community. Various think tanks and academic institutions call MOOCS the future, yet others call it a fad. The question being raised by many professionals is: can MOOCS replace traditional colleges?
So it’s 9:00 am and your class has finally ended. As you are on your way out, you glance down at your watch to find out that you have approximately 15 minutes to get to work. As you practically sprint at full speed to your car, you come across a brief thought in your head, “I knew I should have just took that online class”. It is true that online classes do provide flexibility and convenience while traditional classes, typically, do not. And this isn’t the only difference, online and traditional classes are two helpful learning environments that differs in numerous ways.
In the article, “The Professor’s Big Stage,” published in the New York Times, Thomas L. Friedman, is enthusiastic about MOOCs and has raised many question, about the difference between online learning and a fifty thousand dollar education as they both result in a piece of paper. He states that institutions must move from a model of “time served” to a model of “stuff learned,” as the world only cares about what you can do with what you know. Friedman believes that MOOCs will be creating a competition that will force every professor to improve their pedagogy and that universities will have to nurture unique blended experiences to improve education outcomes in measurable ways at lower costs. Ultimately, Friedman encourages his readers, Americans
Moloney, J. F., & Oakley, B.,II. (2010). Scaling online education: Increasing access to higher education. Journal of Asynchronous Learning Networks, 14, 55-70.
Question: What are the positive and negative effects of MOOCs in higher education and how will they impact the quality of learning for students?
“In 2016 it is estimated that 5.8 million people are enrolled in at least one online academic course. That’s more than one in four students (Consortium).” There are several advantages to taking online courses, yet there are many disadvantages as well. What governs the individual’s direction remains founded on the circumstances surrounding the person along with weighing the advantages and disadvantages of said styles of education, such as costs, convenience, and flexibility so you can take the time to work and to go to school, and student/teacher relationships. Consequently, it is up to the individual to choose whether they want to invest in online learning or the traditional classroom learning when it comes to furthering their education.
MOOC is an acronym for “massive open online course”; these MOOCs have had a far-reaching influence on the way education is perceived today. For the moment, MOOCs are almost always free, as students pay no fees to register or take the course. Enrollment is high, ranging anywhere from thousands to hundreds of thousands. While enrollment, and perceived interests may be high, course completion rates are extremely low; frequently, no more than five or ten percent of students who register go on to finish the course. 1 The mission of MOOCs is to increase access to higher education globally, reduce costs and reinvigorate teaching and learning. 2 MOOCs have spread like a wildfire; the number of students taking at least one online class is now at 6.7 million. 3 Additionally, the proportion of all students taking at least one online course is at an all-time high of 32 percent. 3 Online higher education is rapidly increasing in importance and is now a central aspect of the western educational model for the future. On the surface, MOOCs and online higher education seem to be bona fide concepts to export to developing nations, but in reality, online higher education is a part of the veiled forced westernization of the third world.
Online learning, also known as distance learning or online learning, has become a new and successful means of receiving an education in a highly technologically enhanced environment (Regan, Evmenova, Baker, Jerome, Spencer, Lawson, & Werner, 2012). Kaymak and Horzum (2013) defined online learning as using Internet technology to gain knowledge and skills through the use of synchronous and asynchronous learning tools. Allen and Seaman (2013) stated that about 6.7 million students attending colleges and universities across the United States were successfully enrolled in at least one online course in 2011. There is an increased interest in online learning that continues to grow as a result of the amplified demands from the work place and the escalating availability of nontraditional educational options and providers (Allen & Seaman, 2008).