Академический Документы
Профессиональный Документы
Культура Документы
Eric Nunez
Abstract
Massive Open Online Courses (MOOCs) are a new online phenomena. MOOCs aim to eliminate
educational disparities by providing individuals with equitable access to life long learning.
MOOCs are facilitated by experts in their respected fields and provide students with valuable
individual and societal benefits. However, MOOCs have yet to reach their intended population
because they do not provide all students with an optimal learning environment. Research in
Massive Open Online Courses (MOOCs) are free online classes for unlimited student
participation that are facilitated by professors or experts in their fields. Czerniewicz, Deacon,
Fife, Small, and Walji (2015) state that, MOOCs are a flexible and open form of self-directed,
online learning designed for mass participation (p. 40). MOOCs offer valuable learning
experiences to students by providing students with the opportunity to view online lectures,
readings, assignments, and exams (Yang, Sinha, Adamson, & Rose, 2013). MOOCs are open to
access because they have few or no requirements for participation (Wulf, Blohm, Brenner, &
Leimeister, 2014). For example, students do not have to: attend the sponsoring schools, complete
prerequisites, pay for participation. Also, learning is structured because the development of
pedagogy follows predetermined learning objectives (Wulf et al., 2014). Furthermore, learning
(materials, socializing, testing, teaching, etc.) is digital because courses are conducted online
(Wulf et al., 2014). Therefore, providing people with access to a quality education is more
The aim of MOOCs is to provide underprivileged people with free access to elite
education. Ideally, MOOCs help individuals and society acquire skills necessary for high quality
jobs. However, according to Christensen, Steinmetz, Alcorn, Bennett, Woods, and Emanuel
(2015) students that participate in MOOCs tend to be young, male, highly educated, employed,
and reside in developed countries. It is evident that students that participate in MOOCs are
educationally privileged and therefore, to some extent do not eliminate barriers for all people to
receive a quality education. Christensen et al. (2015) states that, There are two main reasons
survey respondents cite for enrolling in a MOOC course: advancing in a current job and
curiosity (p. 5). The respected research suggests that MOOCs are not eliminating educational
disparities because they are not reaching less educated people. An important flaw that impedes
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MOOCs from providing equitable access to lifelong learning is that they lack a social
environment that promotes sustained student participation and learning (Yang et al., 2013).
Massive Open Online Classes create challenges for students because they do not promote
social interactions in a massive online setting. Yang et al. (2013) states that, As massive
communities of strangers that lack shared practices that would enable them to form supportive
bonds of interaction, these communities grow in an unruly manner (p. 1). MOOCs are opening
online overnight and as groups of student join them they are becoming overwhelmed by the
amount of communication already covered. The lack of social interactions in a massive online
setting affects student motivation and therefore, is a factor for significant student dropouts.
Research by Jordan (2014) show that, The majority of courses have been found to have
completion rates of less than 10% of those who enroll, with a median average of 6.5% (p. 150).
MOOCs are a new online phenomena and they fail to provide students with a supportive
students drop MOOCs and therefore, we need to continue researching methods for developing
Massive Open Online Courses are a new phenomena. The aim is teach underprivileged
individuals skills that they may apply in important jobs by providing equitable access to elite
education. However, the inability for MOOCs to provide social interactions in a massive online
continue research and provide our students equitable access to life long learning.
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References
Christensen, G., Steinmentz, A., Alcorn, B., Bennet, A., Woods, D., & Emanuel, E. (2015). The
MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? Office of the
http://m4ed4dev.linhost1.jbsinternational.com/sites/default/files/the_mooc_phenomenon.pdf
Czerniewicz, L., Deacon, A., Fife, M., Small, J., & Walji, S. (2015). Massive open online
http://s3.amazonaws.com/academia.edu.documents/43274886/Moving_beyond_the_hype_A_con
textual_view_of_learning_technology_in_HE_Nov_2015.pdf?AWSAccessKeyId=AKIAJ56TQJ
RTWSMTNPEA&Expires=1477444375&Signat
Jordan, K. (2014). Initial Trends in Enrolment and Completion of Massive Open Online Courses.
The International Review of Research In Open and Distance Learning, 15(1), 133-160.
Wulf, J., Blohm, I., Brenner, W., & Leimeister, J. M. (2014, February 12). Massive Open Online
https://www.alexandria.unisg.ch/229475/1/JML_459.pdf
Yang, D., Sinha, T., Adamson, D., & Rose, C. P. (2013). Turn on, Tune in, Drop out:
http://www.cs.cmu.edu/~diyiy/docs/nips13.pdf
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