write a descriptive essay with no less than 500 words, citing the impact os massive open online course
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ExplanatioTwo recent interventions in the ongoing conversation about massive open online courses (MOOCs) strike me as provocative, in very different ways – and also as curiously neglected, given the interest of what the authors have to say. Perhaps it is a sign of fatigue with the subject? Maybe, but the two articles in question, published a little over a month ago, take up the MOOC question in ways that haven’t previously come to the fore.n calling them to readers’ attention, I don’t aim to influence anyone’s opinion of MOOCs. To attempt that, my own opinion would have to be settled, which it isn’t. There are compelling arguments for assessing them as the pedagogical wave of the future, bringing quality education to everyone, or as a passing fad, possibly in the nature of an economic bubble. I sometimes wonder whether MOOCs might not be the next step towards a dehumanized future in which we become the carbon-based batteries fueling our robot overlords, but have come, as yet, to no settled judgment. (Not that these are the only options, of course, but the topic does tend to elicit strong feelings.)
Wherever you fall in the spectrum of opinion, at least one of the two articles flagged here should be of some interest. They take perspectives not otherwise represented, to my knowledge, in the arguments of the past couple of years. That neither has raised any ruckus seems odd.
Visibility was certainly not the problem with “The Pedagogical Foundations of Massive Open Online Courses” by David George Glance, Martin Forsey, and Myles Riley. It ran in early May in First Monday, the peer-reviewed journal for research concerning the Internet. Hosted at the University of Chicago and now in its 18th year, First Monday is one of the more venerable open-access online publications.
Glance, Forsey, and Riley (the first two associate professors at the University of West Australia, the third a research assistant there) are in effect addressing the question posed in the title of John F. Ebersole’s article here at IHE, a couple of days ago: “Where’s the Evidence?” Their paper is a review of empirical studies of the components of MOOC instruction – short videos, frequent quizzes, peer- and self-assessment, and online forums where students discuss course material. The authors located and synthesized 138 relevant papers. Very little of the literature specifically focused on MOOCs themselves; they are still too recent a development for much research to have been done. But, the authors maintain, MOOCs share enough features with other forms of instruction (both online and face-to-face) to make studies of their common features pertinent.
“A common format for MOOCs,” the paper notes, “is the short video interspersed or associated with multiple-choice quizzes.” The combination “emulates one-on-one tutoring” and enables the student “to control the pace, pause, rewind, explore, and return to the content,” unlike with “standard lectures or with video recordings which may be one to two hours long.” Self-pacing enables the student to “achieve mastery of a concept before moving on the next” -- a pedagogical process known as “mastery learning,” for which there is much evidence of efficacy: “A meta-analysis of 108 controlled evaluations,” reported in a paper in 1990, “showed mastery learning programs to have positive effects on examination performances of students in university, high school, and upper grades of primary school.”
Massive Open Online Courses (MOOC) are now-a-days become a hot topic in the field of education. Essay citing the impact of a massive open online course :
- MOOCs provides access to quality education to as many as people possible and also contributed to regular education of various social groups.
- As a large-scale open online learning system, MOOC has broken the old and traditional rules of global academic exchange and cooperation.
- It not only formed a new order, logic and system for the internationalization of higher education, but also provided a new structure and opportunity for the globalization of higher education.
- MOOcs can be addressed to the unemployed helping them to form certain skills needed for employability.
- They can also contribute to the free training of employees.
- It has also caused widespread attention and influence in the field of higher education in recent years.
- Many top universities in the world have already joined MOOC.
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