Massive open online courses: The new vector in classical university education

Mozhaeva, Galina

doi:10.1051/shsconf/20162601018

Cited by 8 publications

(6 citation statements)

References 4 publications

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“…In addition to LMS and LCMS, E-learning 2.0 includes blogs, e-portfolio of the student and social networks (VKontakte, Facebook, etc.). Since 2008, there is a new digital practice – mass open online courses (Mozhaeva, 2016), for example, Coursera, Udacity and OpenEDU, the popularity of which is noted even at the present day. E-learning 3.0 is accordingly based on Web 3.0, and as a continuation of Web 2.0 it allows creating high-quality content and services on the basis of it. Mobile internet and mobile learning established on the basis of it, applied cloud technologies, learning based on augmented reality (AR) and virtual reality (VR) technologies constitute E-learning tools 3.0. The proposed stage of further development is E-leaning 4.0, based on Web 4.0 or NeuroNet.…”

Section: Resultsmentioning

confidence: 99%

“…However, inclusive education, by virtue of its specific character, has special requirements for the mechanisms and principles of learning and e-learning in particular. The national strategy for the development of education (Gaebel et al , 2014) and the changes in global digital space (Mozhaeva, 2016) have overall significantly influenced the development of e-learning in inclusive education as well. Therefore, one should assess the prospects and establish the limits for the use of e-learning in inclusive education, taking into account the national institutional conditions.…”

Section: Introductionmentioning

confidence: 99%

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E-learning in higher inclusive education: needs, opportunities and limitations

Meskhi

Ponomareva

Угнич

2019

IJEM

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Purpose The purpose of this paper is to study the limitations, opportunities and conditions for the development of e-learning in the inclusive education system in the universities. Design/methodology/approach The paper reviews the literature dedicated to e-learning, its application and adaptation in higher inclusive education. Systemic and social approaches were applied to the perception of higher inclusive education for the purposes of this study. The principles of evolutionary economics and institutional theory were used for determining the possibility of using e-learning in higher inclusive education. The findings are confirmed by an empirical study of the integration of e-learning into the higher inclusive education system by the example of Russia. Findings It has been shown that the development of e-learning in the national higher education system and its perception by the higher inclusive education system depends on the level of development of social and information interrelation in the society. In addition, e-learning can only be used in higher inclusive education when it is interrelated with traditional learning. The efficiency of e-learning in higher inclusive education depends on the systemic institutional environment which was formed both at the level of the state and at the level of a particular university. In this case, the institutional environment should be focused not only on the development of e-learning and inclusive education, but also on their collaboration. Practical implications The results of the study, which identified special aspects, opportunities and limitations of e-learning in higher inclusive education, can be applied to improve its effectiveness both at the level of individual universities and at the level of formation of national strategies for the development of higher education. Originality/value Given the growing relevance of higher inclusive education in the contemporary world and the limited number of studies of adaptation and the use of e-learning in it, the results obtained can contribute to the implementation of strategic planning of this direction at the national and local levels.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

E-learning in higher inclusive education: needs, opportunities and limitations

Meskhi

Ponomareva

Угнич

2019

IJEM

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“…Elearning 2.0, with the exception of LMS and LCMS, includes blogs, e-portfolios, and social networks (Vkontakte, Facebook, etc.). Since 2008, a brand-new digital practice emerges -mass open online courses (MOOC) [4], for example, Coursera, Udacity, Openedu, the popularity of which is noted at present. E-learning 3.0 is based on the mobile Internet and mobile teaching created on its platform, as well as on the used cloud and added and virtual reality (AR / VR) technologies.…”

Section: Evolution Of E-learning In Higher Educationmentioning

confidence: 99%

“…However, inclusive education due to its specificity has special requirements for the mechanisms and principles of learning in general and elearning in particular. In addition, e-learning development in inclusive education is significantly influenced by the national strategy for education development [3], as well as systemic changes in global digital environment [4]. Therefore, it is necessary to assess the prospects and determine the limits of elearning application in inclusive education taking into account national institutional conditions.…”

Section: Introductionmentioning

confidence: 99%

E-learning Opportunities and Limitations in Inclusive Higher Education

Ponomareva

Угнич

2018

SHS Web Conf.

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The objective of this work is to study the limitations and opportunities for e-learning development in the inclusive education system in higher education establishments. To determine the possibility of e-learning application in inclusive higher education, the principles of evolutionary economics and institutional theory were used. It is shown that e-learning development in the national higher education system and its perception by the higher inclusive education system depends on the development level of social and information interrelations in society. Moreover, e-learning application in inclusive higher education is possible only in collaboration with traditional learning. E-learning efficiency in inclusive higher education depends on institutional environment existing both at state level and separate university level. Herewith, institutional environment should be aimed not only at e-learning development and inclusive education, but also their collaboration. The results achieved are verified by empirical study of e-learning implementation into the inclusive higher education system by the example of Russia. The results of the conducted research, which indicated peculiarities, opportunities and limitations of an e-learning mechanism in inclusive higher education, can be applied to increase its efficiency both at separate universities level and at the level of state strategies formation for higher education development.

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“…In any case, inclusive education by its very nature is especially applicable to the systems and standards of learning and technology-facilitated learning. The national strategy for the advancement of education (Gaebel et al , 2014), just as in the case of progress in worldwide digital space (Mozhaeva, 2016), has essentially resulted in the improvement of technology-facilitated learning in inclusive education also. Consequently, one ought to survey the possibilities and set up the cutoff points for the utilization of technology-facilitated learning in inclusive education, considering the interpretative institutional conditions.…”

Section: Introductionmentioning

confidence: 99%

Technology facilitation on inclusive learning; higher education institutions in Sri Lanka

Kirupainayagam

Sutha

2021

IJEM

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PurposeThe application of technology to higher education is contributing in many ways to create a highly adaptable, inclusive learning environment for all. This study intends to analyze the role of technology facilitation in creating an inclusive learning environment in the higher education institutions (HEIs), which would connect multi-ethnic students and academics effectively in the Sri Lankan context. Therefore, the primary aim of this study is to explore how technology facilitates inclusive learning in HEIs.Design/methodology/approachBased on the qualitative research approach, this study generated data from 30 undergraduates and 10 academics from 5 national universities in Sri Lanka to evaluate the effectiveness of technological facilitation in promoting inclusive learning. The data were then thematically analyzed using NVivo 10.FindingsThe nature of technology facilitation in HEIs and influencing factors such as the internet, search engines, mobile apps and software, cost involved, upgraded knowledge, time efficiency and technological devices. Further, the factors contribute to the HEIs and the benefits realized, such as information gathering, time-saving, cost reduction, information sharing, connective communication, easy learning and online services. On the other hand, challenges such as the involved parties’ resistance to technological change, inadequate infrastructure facilities, lack of technical knowledge, negative perceptions and behaviors, technical failures and health issues will also be assessed.Research limitations/implicationsImplications for policy and practice include a thorough understanding of the nature of technology facilitation in an inclusive environment. The researcher has recommended some strategies and mechanisms to the policymakers that will guide them to use technology as a tool to enhance the inclusive learning practices within HEIs.Originality/valueThis paper presents an original review and it contextualizes the technology facilitations in respect of the inclusive learning environment in HEIs.

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Massive open online courses: The new vector in classical university education

Cited by 8 publications

References 4 publications

E-learning in higher inclusive education: needs, opportunities and limitations

E-learning in higher inclusive education: needs, opportunities and limitations

E-learning Opportunities and Limitations in Inclusive Higher Education

Technology facilitation on inclusive learning; higher education institutions in Sri Lanka

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