Curriculum Design For Flexible Delivery: An Assessment of e-Learning Approaches (original) (raw)
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2012 was a year of rapid change for education with the advent of MOOCs - Massive Open Online Courses, available for the world to use to learn for free. But what does this mean for the role of the librarian? How has the landscape in education changed, and what are the issues and challenges that librarians now face? This article reviews the position of libraries in the emergence of MOOCs and the role that a librarian could undertake within the research, production, and presentation of MOOCs.
Book chapter MOOCs a boon to higher education
Transformation of libraries and its services in 21st century, 2023
Massive Open Online Courses (MOOCs) have become an influential part of the higher education sector. One can study further and enhance own educational status and acquire new technologies with the help of MOOCs. These are getting popularity all over the world. Anyone can enrol for free online courses under MOOCs. The libraries can play an important role in popularising the courses under MOOCs as these come with corresponding study materials. The concept of e-learning has transformed the traditional education system to a greater scope. This paper covers the concept, structure and features of MOOCs. The role of librarians in the MOOC environment is also explained. In teaching learning process, MOOCs are playing a significant role where libraries can contribute much more to this sector. This paper also highlights the advantages and challenges of MOOCs. The technological transformation from print to electronic library has provided a greater scope for development of e-learning with the help of MOOCs Keywords: MOOCs, Massive Open Online Courses, Online Education.
The Role of Libraries in MOOC's era
Alagappa University, Karaikudi., 2019
MOOCs give libraries new opportunities to help shape the conversation about changes in higher education and to guide faculty and students through these changes. To assume these libraries are centre for MOOC's Courses and role of librarians must understand the MOOCs landscape. Studying and adopting technologies to manage and monitor MOOC usage of library resources will be essential to help access and MOOC's Courses. Libraries also can encourage the faculty members to get involved in MOOCs for their respective areas and also acted as advisers. Libraries can provide help and expertise in certain aspects of production of the MOOCs such as selecting and providing open source materials which can be used in MOOCs, and also creating open educational resources. To fulfill this aim, a librarian should know about MOOC to use it as a tool to invite users to the library. This article discusses about the role of libraries and librarians in MOOC's era.
Online Learning, 2018
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs; 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (e.g., engaging learners, increasing learner interaction, and limited assessment methods), resource challenges (e.g., limitations associated with the affordances of the platform), and logistical challenges (e.g., time limitations for designing and developing MOOCs). To address these challenges, the instructors often relied on reviewing other MOOCs. They also sought help from colleagues, their universities, and support personnel of the adopted platforms. Keywords: massive open online courses (MOOCs), instructional design, design considerations, design challenges, MOOC instructors
International Open & Distance Learning Conference (IODL19) , 2019
Massive Open Online Courses emerged in 2008 as a result of openness movement in education and drew a lot of attention by 2011 when MOOCs were adopted by higher education institutions and used as a mean to deliver knowledge and educational content. Though MOOCs have a recent history, much has been articulated and MOOCs are claimed to be a revolution in education while some others claimed that MOOCs are a hype that will eventually fade away. In this context, this research aims to investigate MOOC research by reviewing MOOC literature. The findings of the study suggest that MOOC interest tend to continue, and the evidence-based empirical MOOC research is increasing steadily. MOOC research area is dominated mostly by educational research; however, other research areas demonstrate that there is an interest from other research areas which is thought to be promising. Regional interest demonstrates that USA, Spain and UK are leading countries; and most interest stems from developed countries with Anglo-Saxon cultures. Likewise, the leading higher education institutions in MOOC research are located in Europe or USA. It is also promising that nearly half of the MOOC research is funded by stated agencies. The study concludes that MOOCs are evolving and, based on research findings, it is moving from Slope of Enlightenment to Plateau of Productivity in Gartner hype cycle.
2018
As massive open online courses (MOOCs) increase, the large scale and heterogeneity of MOOC participants bring myriad significant design challenges. This exploratory mixed methods study explores 143 MOOC instructors’ considerations and challenges in designing MOOCs, 12 of whom were interviewed and had their courses analyzed. The survey, interview, and course review data revealed a variety of considerations and challenges in MOOC design in terms of pedagogy, resources, and logistics. Pedagogical considerations included learning objectives, assessment methods, course length, course content, flexibility, and collaborative learning support. Resource considerations included the affordance of MOOC platforms, support from the host institution and the platform, and the available intellectual and hardware resources. Logistical considerations included the amount of time instructors spent designing the MOOC. The obstacles included pedagogical challenges (e.g., engaging learners, increasing lear...
Advancement of Open Learning through MOOCs in Academic Libraries: Impact and Challenges
KIIT - Journal of Library and Information Management, 2020
Massive Open Online Courses or MOOCs have been accepted as an authentic source of learning, which have drastically changed the higher education system such as distance learning, online learning, e-learning, open learning methods etc. By adopting new tools and services to serve the learners, MOOCs are successfully reaching out to them. This form of open education provided through the online platform with the option of free and open enrollment have gained vast popularity among all kinds of learners. The purpose of this paper is to explore the concept, MOOCs available in India, challenges and impacts of MOOCs on academic libraries, and role of libraries and librarians.
Moving Beyond MOOC Mania: Lessons from a Faculty-Designed MOOC
2016
Massive open online courses (MOOCs) have attracted fame, perhaps even notoriety, in recent years. However, we have yet to articulate clearly the purpose and potential for MOOCs. Moreover, we lack established best practices in the process of designing MOOCs. We lack models for practical use by faculty and early career instructional designers, whose group members function with limited resources but would like to engage in the intriguing process of MOOC design. The first goal for this case study is to demonstrate how a MOOC titled Adventures in Learning Design, Technology, and Innovation (#LDTIMOLO) was developed following the ADDIE framework and theoretical perspectives of heutagogy and connectivism, and how that MOOC was evaluated with an emphasis on learner engagement. The second goal is to discuss the purpose and potential power of MOOCs and to reveal the surprising impact on graduate students that resulted from “wrapping a course around a MOOC” (Bruff, Fisher, McEwen, & Smith, 201...
The State of MOOCs from 2008 to 2014: A Critical Analysis and Future Visions
Massive Open Online Courses (MOOCs) are providing limitless opportunities for thousands of learners to participate in free higher education courses online. Indeed, MOOCs have drastically changed the way we learn as well as how we teach. MOOCs have unique features that make it an effective Technology-Enhanced Learning (TEL) approach in higher education and beyond. The number of academic research around MOOCs has grown rapidly in the last few years. The purpose of this paper is to compile and analyze the state of MOOC research that has been conducted from 2008–2014. A template analysis was used to map the conducted studies on MOOCs into seven dimensions, namely concept, design, learning theories, case studies, business model, targets groups, and assess‐ ment. This classification schema aims at providing a comprehensive overview for readers who are interested in MOOCs to foster a common understanding of key concepts in this emerging field. The paper further identifies critical challenges that have yet to be addressed and suggests opportunities for future work in the area of MOOCs that will support communication between researchers as they seek to address these challenges.