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• W2560649210 abstract "Introduction to a MOOCOnline education is certainly not a new approach for learning and teaching in globally disparate environments; it is an approach that has been steadily evolving for years. Massive Open Online Courses (MOOCs) are a logical product of this evolution. Online course offerings are one of the most effective and efficient delivery methods for contents and skills globally. There are many common senses advantages to the online course approach, including the wide flavor of degree programs and classes offered, flexible study times, and the ability for students to balance between a career and education. Although the online movement is growing dramatically, leading to more creative philosophies such as MOOCs, it cannot be considered a true revolution. Yet it cannot be ignored for the simple reason that it promotes sharing information worldwide and has created many opportunities for teaching and learning in a variety of disciplines (Martin, 2012; Head, 2013; Roth, 2013).According to a recent worldwide survey, the adoption of MOOCs is on the rise (Vihavainen, Luukkainen, & Kurhila, 2012; Afshar, 2013). Here are a few important responses to the trend that should cause universities to seriously pay attention to MOOCs: 90 percent of schools offer or plan to offer online courses in the next 3 years - 74 percent offer today, 2013 - 13 percent of schools offer MOOCs; but 43 percent plan to offer MOOCs by 2016, Only 44 percent of schools are planning to offer MOOCs credits! 83 percent of schools would consider joining an online education group such as edX, Coursera, or Udacity, and 67 percent of schools believe that MOOCs will never replace traditional, residential classes; 5 percent said yes within 5 years! Quoted directly from the survey results (Afshar, 2013). Thus, To adapt MOOCs or not? is no longer an uncertain question. It is a logical outcome of the ongoing evolution of distance learning paradigm.MOOCs Differentiation FactorsAmong the pioneers of the MOOCs is the MIT OpenCourseWare-provided, individual, self-paced learning environment and the recently incorporated, open-source learning management system Moodle. At a more limited level, many universities and colleges are offering either hybrid- or fully-online courses in many departments, such as Business Administration, Accounting, Mathematics, English, Physics, and Chemistry, just to name a few. As empirical research shows, building an effective traditional online course is no longer that difficult. For instance, a designer at the minimum needs to identify the topics to be covered, lectures to be developed based on each topic, discussions, assignments, quizzes, periodical tests (such as first, midterm, third, and final tests), and of course, course syllabi and instructions with due dates to guide students through the course. Fundamentally, the same or similar techniques work for developing MOOCs (Malan, 2013). While there exist a number of advantages and disadvantages for either of these methods; only the most important of MOOCs differences are discussed and will be addressed in this paper:Motivation. MOOCs currently and generally are developed by elite universities using prominent professors (Sahami, Martin, Guzdial, & Parlante, 2013). The consequences of this approach are two-fold: (i) it serves as a great global marketing technique for universities and (ii) provides opportunities for faculty involved to sell course materials, textbooks and other related items. On the other hand, student motivation to take these types of courses includes curiosity or getting certificates from the elite universities, boosting their ego and possibly their resumes.Enormous enrollment. MOOCs have the potential to engage a large number of students-thousands- to take a single course. For instance, Stanford's course on artificial intelligence, taught by two celebrity professors, attracted 150,000 students. The class size may be intimidating to instructors, and the common tasks of regular interaction and evaluation are almost impossible; however, a recent report demonstrates the massiveness of MOOCs is a net boon, because it can energize students and faculty experiences (Head, 2013; Roth, 2013). …" @default.
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• W2560649210 date "2016-04-24" @default.
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• W2560649210 title "Foresight and Extreme Creativity: Strategy for the 21st Century" @default.
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