MOOCs; blended learning, effective learning, multi-dimensional content, technology

MOOCsblended learning, effective learning, multi-dimensional content,technology

MOOCs:Efficacy as a Learning Tool

MassiveOpen Online Course (MOOC) is an online course that seeks to conditionan unlimited learner participation and access through the internet(Markness et al., 2010: Breslow et al., 2013). MOOC is a derivativeof technology that is complete with several advantages as a learninginstrument. MOOC enables easy access to tertiary education, increasesthe tendency of learner engagement in the learning process andprovides advanced learning opportunities by providing access to someof the best faculties in respective disciplines in the world (Carr,2012: Duderstadt, 2012). What cannot be overlooked in the in MOOC isthe diversity of content that is often available to learners(Christensen et al., 2013). MOOCs allow students to evaluateknowledge from different perspectives providing a solid knowledgebase from which they can leverage their own perception of concepts(Bruff et al., 2013). Additionally, MOOCs provide platforms forlearners to hold forums which enables knowledge sharing anddeliberation of controversies which further enhances practice-basedlearning (Mak et al., 2010:Stoyanov, 2014).

Videodisplay in MOOCs enables the demonstration of concepts which isparticularly crucial in instances in which completely new conceptsare introduced to learners or technical explanations have to be madein the “know, show, do” learning approach (Guo et al., 2014).These technologies also serve to complement the traditionalface-to-face learning approaches by conditioning a freer learningatmosphere between learners and authority which replicates in thephysical classroom setting (Baggaley, 2013). Problem-based learningis a fundamental tenet of MOOC as learners are able to seekassistance and obtain feedback from the subject authorities with ease(Jorge, 2014: Guardia et al., 2013). In summary, MOOCs comes acrossas an effective tool for learning since it provides an easy access toknowledge, provides differing perspectives, enables sharing ofknowledge through forums, enables access to the best learningresources, enables demonstration of concepts and conditions practicebased learning.

References

Baggaley,J. (2013). MOOC rampant. DistanceEducation,34(3),368-378.

Breslow,L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., &ampSeaton, D. T. (2013). Studying learning in the worldwide classroom:Research into edX’s first MOOC. Research&amp Practice in Assessment,8(1),13-25.

Bruff,D. O., Fisher, D. H., McEwen, K. E., &amp Smith, B. E. (2013).Wrapping a MOOC: Student perceptions of an experiment in blendedlearning. MERLOTJournal of Online Learning and Teaching,9(2),187-199.

Carr,N. (2012, September 27). The crisis in higher education. MITTechnology Review. Retrievedfromhttp://www.technologyreview.com/featuredstory/429376/the-crisis-in-higher-education

Christensen,G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., &amp Emanuel,E. J. (2013). The MOOC phenomenon: who takes massive open onlinecourses and why? Availableat SSRN 2350964.

Duderstadt,J. J. (2012). The future of the university: A perspective from theOort cloud. Social Research, 79(3), 579-600. Retrieved from EBSCOhost

Guàrdia,L., Maina, M., &amp Sangrà, A. (2013). MOOC design principles: Apedagogical approach from the learner’s perspective. eLearningPapers,(33).

Guo,P. J., Kim, J., &amp Rubin, R. (2014, March). How video productionaffects student engagement: An empirical study of mooc videos. InProceedingsof the first ACM conference on [email protected] scale conference(pp. 41-50). ACM.

Jorge,R. (2014). The Combined Effect of Problem-Based Learning and theFlipped Classroom.

Mackness,J., Mak, S., &amp Williams, R. (2010). The ideals and reality ofparticipating in a MOOC.

Mak,S., Williams, R., &amp Mackness, J. (2010). Blogs and Forums asCommunication and Learning Tools in a MOOC.

Stoyanov,S. (2014). MOOC pedagogies and learning design.