Running Head: MOOC REVIEW 1

MOOC Review: RWM102: Algebra

William Minh
California State University, Fresno
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Abstract
Massive Open Online Courses (MOOCs) are online resources for people seeking learning
sources as a student or a teacher. The mainstream of the internet has giving opportunities for
seeking resources from videos, articles, news, and online courses. The MOOC review was
reviewed focus on the website of Saylor Academy. Saylor Academy provides free online courses
in subjects; Art History, Biology, Business Administration, Chemistry, Communication,
Computer Science, Economics, English, History, Mathematics, Philosophy, Physics, Political
Science, Professional Development, Psychology, Sociology, Study Skills, and Saylor Meta-
Courses. The website provides vast selections in different subjects for participants.
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In the digital age of the twenty-first century, Massive Open Online Courses (MOOCs) are
introducing free online courses for everyone seeking resources and their educational benefit. The
MOOC review will analyze the Saylor Academys structure course of Mathematics. Mathematics
can be a challenge for students from understanding concepts and equations. The MOOC review
reflected the Algebra course and understanding the outline of the course. There are nine units;
Variables and Variable Expressions, Linear Equations, Word Problems, Inequalities, Graphs of
Linear Equations and Inequalities, Systems of Linear Equations and Inequalities, Operations
with Monomials, Operations with Polynomials, and Factoring Polynomials in the online course.
The review will analyze the first unit of Variables and Variable Expressions. The review was
based on the first unit of Variables and Variable Expressions.
MOOC reviewed Unit 1: Variables and Variable Expressions from Saylor Academy. The
unit separated into three subunits; Definition and Meaning of Variable Expressions, Evaluating
Variable Expressions, and Simplifying Variable Expressions. Before engaging in the first sub
unit, the student must read the learning outcomes of the unit and understand the course
objectives. Unit 1 provided three learning objectives: identify parts of algebraic expressions,
such as terms, factors, and coefficients; evaluate algebraic expressions for the given values of the
variables; and apply commutative, associative, distributive properties of real numbers to simplify
algebraic expressions (RWM102: Algebra, 2014). Each subunit provided Khan Academys
videos, multiple practice equations and examples, and quizzes to practice what you learn in the
subunit. The beginning of the unit provided an introduction video where they presented the
example description of a variable. The video allowed the students to pause or rewind the video
for the students comprehension of the material at their own pace. After the student watched the
video, they inserted a checked off mark in the box as a reminder of completing the part of the
section was achieved. The subsection provided an isolated learning experience where student
could process the information within their own time span. The course guided the student on how
to understand the main objectives of the unit and how to practice the material from printable
worksheets and quizzes. The sections prepare the students for final exam and completion of the
course.
First, the key point of the MOOC was the organization of the structure in learning the
unit materials. The organization of the course was important to allow students to process each
step in Mathematics and understand the purpose. The course developed a layout where students
complete and review each section as a building block to the next section. The structure of the
unit allows students to backtrack their course material for clarification or key points students
may have forgotten or misinterpreted the process or how to solve the equation. The material of
the MOOC was planned for the students benefit in understanding how to properly understand
Variables and Variable Expressions. The organization factor allows students to work on their
own pace and stay on the right path in completing their work at the course. There was a self-
tracker for students to review completed and uncompleted sections for the course. The MOOC
presented a chart tracking the progress in the course. The colors used for self-tracking for blue
and green. The blue boxes represented the incomplete work and the green represented the
completed assignments.
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Second, the key point of the MOOC was the structure for the student to achieve their
depth understanding of the course material. In Mathematics course, students would listen to the
instructor and apply their understanding in questions and discover the correct answers. In the
MOOC, the course presented information for students to process the information and allow time
for the students to review the material and practice. The structure provided estimated times for
each section within the course for a depth understanding the objective of the course. For the first
unit, the estimated time to complete the section was eight hours. Students do not need to focus on
the time as they can finish the course in a shorter or longer amount of time if needed. If the
students feel comfortable proceed to the next section. The course was structure allowed students
to freely control their pace in learning in each day. The course was extremely flexible for
students to take breaks when needed. The student would not find overwhelm or feel stress to
complete the section each day.
Overall, the course provided multiple resources for students to practice and process
within their own available time. The videos description was simple and short for the attention
span for the viewer. The video allowed the student to follow along with examples to make notes
and to review. The worksheets were printable for students to practice and understand the material
from the videos and descriptions. After the student finished their worksheet, they can review the
answers from the answer sheet guide in the bottom of the page. Students could access the answer
sheet to verify their answers. There were digital question problems for students to solve on the
website. The digital question problems allow students to answer and understand why the answer
was right or wrong. There was instant feedback for the student to understand how the answer
needed to be solved. The explanation of the feedback was clear and critical for the student to
understand how the answer solved.
My experience taking a MOOC was simple to me because of my experience with online
context, understanding the purpose of the videos, and learning objectives. My background with
previous online courses justified how I should manage the MOOC. The format of the MOOC
was great in the sense of review of Algebra. The context was easy to understand and the example
helped me process how to properly understand the purpose of variables. The course had depth
and justification in understanding mathematics terminology. I can recall my previous experiences
with Algebra course to be linear. My Algebra teacher provides to three examples on the board on
and rest of the class time was practicing the equations for future benchmarks. I learned more
about the structure of the MOOC in comparison of my middle school course. The MOOC was a
review course for me because I have a strong educational background in Mathematics.
The MOOC can be a great way for students to review during their free time or prepare
them for Advanced Placement (AP) high school course. The material context of the MOOC was
structure to support the learners education. I believe using MOOC as supportive resources will
help students understanding the material before the school semester begins and parents do need
to hire practice tutors for their child. Even though MOOC are self-driven, parents can mentor
their childs progress and facilitate their learning experience with the discussion. MOOC can be
a preparation course for students entering high school. After they are done with MOOC, they
will have background knowledge for the high school courses. Students would not be confused or
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lost in class. MOOC can boost students self-confidence in education. Students are prepared for
classroom engagement about course context and build their schema with their teachers lectures
and examples.
In contrast, I discovered a limitation with my MOOC experience. While I was taking the
course, I noticed zero teacher interact and videos and contexts were used from multiple websites
to build the course for examples. I did not notice a key instructor while working through unit
one. There were zero of instructor personal videos with their methods in teaching the topic. The
structure provided insight and practice for me to regain my understanding with Algebra. The
course was a review for my personal experience. I do wonder how a student would feel if they
took the course with limited or zero knowledge of Algebra. Does this MOOC provide students
with the proper knowledge in comparison to the structure of a school course? I do believe there
is potential in MOOC but I do want the website to be review by teachers, professors, and
standards for students to gain full knowledge of the subject.
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References
RWM102: Algebra. (2014). Retrieved October 05, 2017, from
https://learn.saylor.org/course/resources.php?id=39