Boosting the Opportunities of Open Learning (MOOCs) through Learning Theories

Abstract

The recent evolution of computing technology has led to dramatic developments and changes in online learning. Open learning is a new form of online learning that allows learning materials to be freely available on the Internet and accessible to anyone who is interested. Different initiatives, which are based on the open learning concept, have been initiated by various prestigious institutions. Although all of these initiatives provide courses with free access to content, each has its own approach in terms of teaching, assessment and even their own goals of defining an open learning environment. Massive Open Online Courses is the term for courses provided in these open environments. These courses attract a large number of learners, however their success and efficacy in terms of the learning process has yet to be determined. The authors found that there is no clear model for open learning environments and therein lies our research objective. Many aspects still need to be considered and addressed in order to achieve a reliable and sustainable model. These aspects can be addressed with consideration to the principles of cognitive science so that better learning models can be obtained. This paper presents some learning theories that can be considered and applied to enhance open learning environments. The use of knowledge maps, as an approach to implement schema theory, was selected to present and organize the learning concepts. In addition, the Felder-Silverman learning styles theory was selected to personalize the learning environment and provide learning materials based on every learner’s needs and preferences.

The Relationship between Students’ MOOC-efficacy and Meaningful Learning

“…The researcher aims to determine whether students' MOOC-efficacy would influence their experience of meaningful learning. The findings of the research may afford insights into the pedagogical aspect of MOOCs and the deficiencies of the instructional model used in open learning environments, as highlighted by Fasihuddin et al (2013). Ausubel (1963) who was a cognitive psychologist, explained that meaningful learning involves students in an active process of meaning-making where they interpret their learning experiences cognitively rather than regurgitate information.…”

Students' Learning Outcomes in Massive Open Online Courses (MOOCs): Some Suggestions for Course Design

“…On the other hand, other research findings that evaluate the value of the MOOC phenomena indicate that students' learning experiences and study behaviours in MOOCs fluctuate (Yuan, Powell, & Olivier, 2014). Furthermore, although the low retention rate in MOOCs has been extensively debated and pointed out as a failure, research on the pedagogical aspects of MOOCs provides more insights about the deficiencies of the instructional model used in open learning environments (Fasihuddin, Skinner, & Athauda, 2013). That is to say, efforts to increase completion rates should be designed and implemented in light of learning and teaching theories, as well as learners' preferences and needs.…”

cMOOC: How to Assist Teachers in Integrating Motivational Aspects in Pedagogical Scenarios?

“…This algorithm is implemented by an adaptive scheduler named MyLearningMentor, which provides a sequence of scheduled tasks. Other studies use the model of Felder and Silverman [23] to identify learning styles to provide an adaptive navigation strategy. Another solution is proposed by Cherkaoui et al [24] with a model of adaptation in Online Learning Environments including MOOC platforms; the aim of this work is to propose an architecture of adaptation model taking into account several dimensions: individual dimension, the massive dimension, the social dimension and the fun dimension.…”