MOOCS’ Potential for Democratizing Education: An Analysis from the Perspective of Access to Technology

Moura, Valéria Feitosa de; Souza, César Alexandre de; Neto, Jose Dutra Oliveira; Viana, Adriana Backx Noronha

doi:10.1007/978-3-319-65930-5_12

Cited by 9 publications

(5 citation statements)

References 7 publications

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“…The rise of MOOCs has also been considered an example of the democratization of access to education in two ways [3]. On the one hand, a debate about the validity of the traditional educational model and its ability to attract a greater number of students with diverse academic and professional interests has started [4].…”

Section: Introductionmentioning

confidence: 99%

Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks

et al. 2020

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Research interest in massive online and open courses (MOOCs) is rapidly growing, questioning who enrolls, why and how to conceive engagement, and success rates. This study is focused on MOOC-takers behavior obtained from a seven-week MOOC experience on natural risks. Data scraping principles have been used to collect data. Demographics, success-dropout rates, engagement periods, achievement and scoring, and behavior were analyzed through descriptive statistics, non-parametric correlation analysis, and statistical hypothesis testing. The results show that students who start earlier and those who finish earlier the course obtain better grades in some of the modules (motivation and background on natural risks could be the explanation). However, for ‘last moment students’, speed in passing the modules is either related to greater motivation, although in this case it is not related to better grades. Furthermore, students who complete tasks during the weekend take less time to complete the modules and obtain a better grade. In addition, a learning strategy is promoted by reconsidering who is learning: players (those who complete the course and earning a certificate), auditors (those who have completed a thematic unit or the whole module, earning partial knowledge), and spectators (those enrolled until the end of the course, who intend earning experience in e-learning).

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Section: Introductionmentioning

confidence: 99%

Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks

et al. 2020

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“…Since their creation, MOOCs have been much discussed as the future of tertiary and adult education, but there has also been much criticism for its high drop-out rates, potential democratised education failure and expensive investment for universities with no direct financial return (Davies 2017;Hone and El Said 2016;Jordan 2014;Moura et al 2017;Rambe and Moeti 2017). But we should not assume that MOOCs only work as a replacement for in-person teaching, as they can successfully play different roles in educational contexts.…”

Section: Discussionmentioning

confidence: 99%

Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework

Guedes

Davis

Schulz

2022

Research in Learning Technology

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Online learning platforms, such as MOOCs (Massive Open Online Courses), continue to expand, and some academics are taking advantage of these resources by integrating them into their teaching. The literature shows that there are many different ways that MOOCS are being blended into on-campus university teaching, and it would be helpful to have a framework that demonstrates the relationship between the in-person and MOOC curricula content, and the Blended Learning models used in practice. This study investigated how some UK academics are blending MOOCs into their in-person teaching and whether the blends used had any impact on course design. Semi-structured interviews were conducted with six participants with MOOC blending experience, and data were analysed using an inductive approach to Thematic Analysis. Results from this study generated an understanding of (1) what parts of MOOCs lecturers are using and how these resources are being blended into their in-person courses, (2) what kind of impact a MOOC-based blend can have on a course design and (3) the MOOC-based blend framework – a framework to assess the extent to which readily available MOOCs are integrated into lecture-based university modules in terms of curricular alignment and types of blend.

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“…The promise of free online education for all may not be possible. According to the study MOOCS: Expectations and Reality, the costs of MOOCs are significant, and generally, the indication suggests that MOOCs are currently falling far short of "democratizing" education and may, for now, be doing more to rise gaps in access to education than to reduce them [21]. Likewise, in the journal Inside Higher Education, Straumsheim [22] noted that Coursera, a MOOC provider, is trying to find a working business model.…”

Section: Online Collaborative Learning Environmentmentioning

confidence: 99%

Perspective Chapter: University of Everywhere and Online Collaborative Learning Environment

Gazzawe¹

2023

Massive Open Online Courses - Current Practice and Future Trends

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In this chapter, the focus will be on how modern technology has changed the concept and idea of education in colleges and universities, how technology has been adapted to education, and the benefit of using it to facilitate the educational process by both lecturers and students. This chapter will also discuss the role of the University of Everywhere concept and how they have solved the basic problems of providing one-to-one education to large numbers of people regardless of where they are located. In addition to, the most important advantage of the idea of courses and education via the Internet and how the online collaborative learning environment allows more students to participate fully during classroom time. The final section of this chapter will illustrate how learners can continue to study even after they graduated from schools and universities by accessing the MOOC that is available free of charge and upon request, which helps in achieving a more participatory learning culture

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MOOCS’ Potential for Democratizing Education: An Analysis from the Perspective of Access to Technology

Cited by 9 publications

References 7 publications

Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks

Could MOOC-Takers’ Behavior Discuss the Meaning of Success-Dropout Rate? Players, Auditors, and Spectators in a Geographical Analysis Course about Natural Risks

Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework

Perspective Chapter: University of Everywhere and Online Collaborative Learning Environment

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