The Merits and Demerits of MOOCs Final

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Report on Merits and Demerits of Massive Open Online Courses ( MOOCS)BY SHREYANSH,DEV,PRADYOT,SHANTANU,VARAD,HARDIK,ARNAV

Transcript of The Merits and Demerits of MOOCs Final


    A Report By:

    Varad Joshi

    Arnav Vijaykar

    Shantanu Seth

    Dev Shah

    Shreyansh Chajjer

    Pradyot Kumar Khatua

    Hardik Verma

  • Introduction to MOOCS


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  • A massive open online course is an online course aimed at unlimited participation and open access via the web, with the option of free and open registration, a publicly-shared curriculum, and open-ended outcomes.

    A MOOC is designed for the participation of large numbers of geographically dispersed students.

    MOOCs are a recent development in distance education which was first introduced in 2008 and emerged as a popular mode of learning in 2012

    MOOCs integrate social networking, accessible online resources, and are facilitated by leading practitioners in the field of study.


    What is a MOOC

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  • Different MOOC courses have different requirements and also different mode of capturing mass participation.

    There are several different types of MOOC, some requiring participants to sign up, others with content and activities openly available to anyone with a web connection. Some are free of cost and others charge a minimal amount of fee for providing the participants with the certificate of completing the course.

    The main features of MOOC is freely accessible online resources, no age restriction, and it can be accessed anywhere and can be completed in any timeline , i.e., flexible provision, allowing learners to increasingly determine where, when, what and how they learn, as well as the pace


    About MOOCS

    Shreyansh P Chhajer

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  • Massive Typically free and credit-less Being offered by elite universities through partnerships with MOOC providers

    (such as Coursera)

    Open Open to anyone with an Internet connection

    Online Very large and often have a student enrollment so big (as many as 50,000 or

    more) that faculty cannot respond to everyone individually

    Course Designed to give students automatic or peer-generated feedback

  • History of MOOC

    !The word MOOC was coined in 2008 by Dave Cormier , from the university of Prince Edward Island for a course offered by the University of Manitoba .

  • ! A MOOC is an open education movement that is found online.

    ! It influences connectivism where learning is successful and networks are created in different fields.

    ! 2004- The term connectivism was developed by George Siemens and Stephen Downes.

    ! 2008- The first MOOC was presented at the University of Manitoba, Canada and it consisted of 2200 learners.

    The History of MOOCs



  • ! 2010 Cormier made a video about MOOCs and it was uploaded onto YouTube.

    ! 2011 MOOC prepares freshman college students for college requirements.

    ! 2012 Harvard's first MOOC has 370000 students taking part in it. New York Times calls 2012 the year of the MOOC.

    ! 2013 There are so many cMOOCs and xMOOCs to count accurately .

    The History of MOOCs Continued

  • Characteristics Scale of numbers no participation limit No formal entry requirement Connectivism Use a variety of (new) social media and online

    tools Learner-centred Increased student participation and self-direction Facilitators create the environment not way of learning

    Scattered chaos High drop out rate


    !Production Resource Requirements Platform Costs

    Platform providers enter revenue sharing agreements

    Most of the revenues earned remains with them

    Other Optional Services means extra additional fees

  • !Assessment Evaluating a large number of students Enough professors to attend the all the

    students Enough TAs to make sure queries of each

    student is solved

  • !Obtaining Copyright Personal Time involved in obtaining various

    permissions Copyright of texts and images Modifying content before every new


  • Consumption Resource RequirementTime required to find a MOOC that is relevant to the

    instructors existing course Adaptation Cost: Familiarity with the material Finding supplementary material Space Cost Professors Salary Cost Of Technology Certification Cost


  • NO ESTABLISHED CRITERIA ! Dont have set learning objectives that applies to all


    ! Lack of validated assessment criteria.


    ! Providing value that enables higher completion rates.

  • CREDIT vs. NO CREDIT !Credit-earning students connect better than the rest. !The word open seems contrary to mooc philosophy.

    ACCESSIBILITY !Lack of accessing, understanding or engaging with

    course content.

  • VARIED INSTRUCTION INVOLVEMENT !Role of instructor varies.

    !Students must be responsible for their own


    !Grading is imperfect.

    !Cheating is a reality.

  • CONCLUSION ACCESSIBLE: Students can access courses online

    offered by foreign institutions without actually going there help in improving lifelong learning skills by providing easy access to global resources

    Flexible: MOOCs help to create an opportunity for sharing knowledge and ideas

    COST EFFCETIVE: Students can access these courses free of cost or at a low cost


    Improve and innovate on pedagogical aspects: methodologies, content formats, and assessment.

    Promote research about MOOCs. Innovation and new practices such as MOOCs can be improved with research.

    Analyse the possibility of mutual benefits.

  • Keep moving towards quality. Beyond quantity of MOOCs and users, the focus on quality is essential for sustainability

    Include national, regional and transnational cooperation as a great opportunity in developing MOOCs and MOOC-like concepts

    Work on standards related to MOOCs: quality standards and technical standards

    Improving the Quality of MOOCs

  • Considering Various Aspects Be aware of cultural and linguistic context to

    avoid a new intellectual colonialism

    Build on the experience of open and distance education universities when developing MOOCs

    Promote the development of public policies about open learning (including MOOCs) at country and institutional levels