Frugal MOOCs

Abstract

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a Frugal MOOC Model which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model.

New Era of Artificial Intelligence in Education: Towards a Sustainable Multifaceted Revolution

“…The lack of access to quality education is one of the key issues in many developing nations [82]. It is a sentiment that is expressed by the leading experts in international education [47].…”

Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners

“…At the same time, they point to potential gaps or questions concerning issues of equity, accessibility, and inclusion. Shah and Santandreu Calonge (2019) speak to this with their celebration of the potential for MOOCs to have a global learning impact, but also with grave concerns about that access for thousands of displaced refugees globally. One example of this kind of tension is encapsulated well in the conclusions of a study exploring the implications of MOOCs for adult learners.…”

Frugal Education: What, why, and how?

“…From the production of learning materials to the administration of courses and assessment, there are many opportunities to re-engineer existing learning designs by approaching them with a frugal mindset. Shah and Santandreu Calonge (2019) provide an example of this concept through their development of a frugal MOOC, focusing on learner needs, content customisation, local stakeholder engagement, technological infrastructure and green mobile-enabled technologies. This learning design is specifically engineered to overcome the barriers that prevent refugee learners from 112 -MASTERS accessing and participating in education.…”

“…This learning design is specifically engineered to overcome the barriers that prevent refugee learners from accessing and participating in education. ‘It is only through a reconceptualization of MOOCs design, through taking on a frugal approach that is adaptable and contextualized, that the existing barriers of online education can be opened’ (Shah & Santandreu Calonge, 2019, p. 13). Whether designing a module, delivering a lecture or developing resources for online students, a frugal approach to educational design and innovation could positively impact the education sector and lead to transferability into wider society through exposure to new practices and sustainable approaches, potentially fostering the acquisition of creative problem‐solving skills.…”