Massive Open Online Courses : Hype and Hope

Gul, Sumeer; Mahajan, Iram; Shafiq, Huma; Shafi, Muzamil; Shah, Tariq Ahmad

doi:10.14429/djlit.38.1.11141

Cited by 7 publications

(6 citation statements)

References 6 publications

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“…It is believed that the government will design and contribute immensely to the growth of knowledge and wisdom from every walks of life wherein three important points to be kept in consideration i.e. equality, accessibility and quality 27 .…”

Section: Reputationmentioning

confidence: 99%

“…The environment of the region also lacks technological backdrops where the full implementation of MOOCs is impossible. Despite the several hindrances in the region, each state has also tried to accept, adopt and implement the latest technology for its development, particularly the educational sector 27 . It is a ray of hope that the region will gradually grow up with the appealing status by moving in with the trending pattern of education where the whole world is adopting and practicing in reality.…”

Section: Reputationmentioning

confidence: 99%

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Problems and Prospects of Implementing MOOCs Massive Open Online Courses in North East India in LIS Perspective

Kumar

Buragohain

Singh

2021

DESIDOC Jl. Lib. Info. Technol.

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The paper intends to explore MOOC that has attained considerable attention in attracting the academic intellectuals of different disciplines across the globe. The purpose of the paper is to analyse, evaluate and understand the barriers followed by the scope of implementing MOOC courses especially the LIS perspective in northeast India. The paper also tends to study the significance of MOOCs in the NE region. A comprehensive conceptual model has been put forward by reviewing the existing literature related to the specific field of study. The model shall be beneficial to the team members designing and developing the framework for the MOOC courses (LIS) in North-East India.

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Section: Reputationmentioning

confidence: 99%

Section: Reputationmentioning

confidence: 99%

Problems and Prospects of Implementing MOOCs Massive Open Online Courses in North East India in LIS Perspective

Kumar

Buragohain

Singh

2021

DESIDOC Jl. Lib. Info. Technol.

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“…Advocates of MOOCs consider them a means of providing quality education through the virtual classroom. Studies have reported that MOOCs expose participants to free higher education course content, empower learners, enable networks among participants, and allow multicultural educational experiences (Clark, Vealé, & Watts, 2017;Nkuyubwatsi, 2013 technological failure, a massive number of students with fewer teachers to handle the courses, pedagogical constraints such as lack of face-to-face interaction, and quality of student assessment, completion rate, language and internet access (Gul, Mahajan, Shafiq, Shafi, & Shah, 2018;Hew & Cheung, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Awareness and use of massive open online courses among academic librarians in Ogun state, Nigeria

Soyemi¹,

Babalola²

2018

IIJIK

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The dynamism of the current digital era requires academic librarians to be lifelong learners who can take advantage of available opportunities to improve their professional competence continuously. Massive Open Online Courses (MOOCs) are online learning platforms that provide training to learners at little or no costs. While it is documented that a lot of Africans participate in MOOCs, it is not certain whether academic librarians in Nigeria are aware of and take full advantage of MOOCs. The study surveyed awareness and use of MOOCs among academic librarians in Nigeria. A questionnaire was used for data collection. This was administered to 83 librarians from five randomly selected university libraries in Ogun state, Nigeria. Data were subjected to descriptive analysis. The findings revealed that more than half (61.4%) of the respondents were aware of MOOCs whereas, only (42.9%) enrolled for MOOCs. MIT Open Courseware (40%) was the most popular MOOC website among the librarians. Many (53.3%) of those that enrolled expressed inactive participation. Lack of time (50%) was a major barrier to MOOC participation among librarians. The paper recommended that university as well as library management need to formulate strategies and programs that will promote active participation in MOOC among librarians.

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“…Rees (2013) argues that such online systems can never offer their students the kind of personalised education that dedicated faculty members at universities everywhere can. This could potentially be one of the reasons for dramatic decline in student retention in MOOCs (Gul, 2018), with -only about half of the students who registered ever viewed a lecture and only 4% completed a course‖ (Koller, Ng, Do, & Chen, 2013). This paper will specifically address differentiated learning as an e-learning affordance, in an effort to add value to the entire e-learning experience.…”

Section: Introductionmentioning

confidence: 99%