MOOCs MOOCs

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MOOCs

MOOCs

MOOCs

Technologyespecially the internet has increased the access to education. In therecent past, advancement in technologies that support the learningprocess has led to the emergence of online learning or distancelearning (Roblyer &amp Doering, 2013). This has further expanded toMassive Online Open Courses, which provide free education to internetusers in any part of the world. There are several advantages thathave been brought about by Massive Online Open Courses (MOOCs). Sinceit a technology based learning platform, the system increasesaccessibility to higher education. The technology based learningeliminates the prerequisites in a convectional learning process inaddition to increasing the accessibility of multidimensional learningmaterials and diverse discussion forums. The MOOCs is dependent ofonline videos. The videos engage the learners which enable them learnmore efficiently. The programs are designed in a way that promoteslearners engagement which enables them gain new knowledge easily andeffectively. By enhancing student engagement, learners are able todevelop research and information gathering skills. Thus, in the faceto face classroom, the educator does not have monopoly of informationsince the learners are able to bring new knowledge. MOOCs platformprovides a problem based learning (Kennedy, 2014). This is because itpromotes more online interactions between the learner and the teacheras well as other learners. Through these interactions, learners areable to share the problems with their teachers and develop effectivesolutions. This is as opposed to a face to face classroom whereinteraction between the learner and the teacher is limited by time.The ultimate advantage of MOOC learning is increased effectiveness inhigher learning. It provides open and unlimited access to educationthrough interactive forums (McKay, 2015).

References

Alraimi,K. et al (2015). &quotUnderstanding the MOOCs continuance: The roleof openness and reputation&quot. Computers&amp Education80: 28–38.

Bozkurt,A., et al (2015). “Trends in Distance Education Research: A ContentAnalysis of Journals 2009-2013”. InternationalReview of Research in Open and Distributed Learning,16(1), 330-363.

Bull,D. (2012). “From ripple to tsunami: The possible impact of MOOCs onhigher education”. DEQuarterly,2012 spring, 10-11.

deWaard,I. et al (2011). “Using mLearning and MOOCs to understand chaos,emergence, and complexity in education”. TheInternational Review of Research in Open and Distance Learning,12(7), 94-115.

Gasevic,D. et al (2014). “Where is research on massive open online coursesheaded? A data analysis of the MOOC Research Initiative”, TheInternational Review of Research in Open and Distributed Learning,14(5).

Hew,K. &amp Cheung, W. (2014). “Students’ and instructors’ use ofmassive open online courses (MOOCs): Motivations and challenges”EducationalResearch Review,12, 45-58.

Hossain,M. et al. (2015). &quotA massive open online course (MOOC) can beused to teach physiotherapy students about spinal cord injuries: arandomized trial&quot. Journalof Physiotherapy61 (1): 21–27.

Kennedy,J. (2014). “Characteristics of Massive Open Online Courses (MOOCs):A Research Review, 2009-2012”, Journalof Interactive Online Learning,13(1).

Mahraj,K. (2012). “Using information expertise to enhance massive openonline courses”. PublicServices Quarterly,8(4), 359-368.

McKay,E. (2015). Macro-levellearning through massive open online courses (MOOCS) : strategies andpredictions for the future,Hershey, PA : Information Science Reference.

Naidu,S. (2013). “Transforming MOOCs and MOORFAPs into MOOLOs”.DistanceEducation,34(3), 253-255.

Roblyer,M. D. &amp Doering, A. H. (2013). Integratingeducational technology into teaching(6th ed). Upper Saddle River, NJ: Pearson Education.