Using MOOCs within traditional courses: students’ perspective
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The document discusses the integration of MOOCs into traditional higher education courses from the perspective of students, highlighting trends, challenges, and benefits. It presents case studies where MOOCs have been utilized to enhance teaching methods and student collaboration in Romania's Politehnica University. Key findings include students' positive perceptions of MOOCs concerning accessibility, quality, and learning experience, as well as the need for instructors to adapt to new digital skills and assessment methods.
Using MOOCs within traditional courses: students’ perspective
- 2. OPEN ….
- 3. Worldwide ParBcipaBon in Higher EducaBon is Expected to Grow ~60% by 2025… 2011 2025 Worldwide Participants in Tertiary Education, 2011 and 2025 Projected In order to accommodate these 98 million new students, four major universities of 30,000+ students would need to open every week for the next 15 years Source: h*p://www./meshighereduca/on.co.uk/features/a-different-world/2001128.ar/cle; OECD indicators Educa/on at a Glance 2012 and Trends in Global Higher Educa/on: Tracking an Academic Revolu/on, UNESCO 2009 165M 263M What about HE in countries with less widely used languages?
- 5. Flipped classroom • Use of OERs • IntegraBng MOOCs • InternaBonal co- operaBon for in class acBviBes • Opening educaBon • Online study skills for students • cMOOCs
- 7. Flipped classroom & blended learning • Giving students more opportuniBes to work collecBvely • new methods of teaching STEM subjects and new approaches to engineering educaBon • Online Study skills for students’ lifelong learning • Awareness and experimentaBon in a (some- what) supervised environment
- 9. IntegraBng MOOCs in UPT, Romania • 5 professors • 11 courses at UG and Master level • Since 2013 • MOOCs used as OER, course addiBonal resources, project work • Some students a.ended 2 courses with MOOCs integraBon as a flipped classroom & blended learning model
- 11. MOOCs for Master students in Mul0media Technologies • MOOCs & OERs: Course addiBonal resources and project work • Students own selecBon of the a.ended MOOCs • CVUPT - University VLE- blog, wiki for discussions and analyse • Students submi.ed final evaluaBon report of their experience in MOOCs, following the topics: the technical environment, the pla`orm usability, quality of learning materials, acBviBes performed and communicaBon tools • Online quesBonnaire and in-class discussion
- 13. MOOCs for Master students in Mul0media Technologies • 33% live MOOCs • 93 % completed with cerBficate • 87 % previously a.ended another MOOC • Online discussion in course blog, wiki and face- to-face • EvaluaBon as a MOOC course report (instrucBonal and technological) • Students’ percep0on of MOOCs technical environment and usability
- 15. Students’ Learning materials analysis of different MOOC pla`orms Platform Material Additional info Videos Testing Language Certificate Pre- requirements Progress Colorcoding Coursera different formats would be required yes can be downloaded, modifying the speed questionna ires, quizzes, weekly assignment s, exam, individual and group projects subtitles in other languages, courses in other languages Res pect dea dlin es, Ver ifie d Cert ific ate some yes yes EdX pleasant and attractive yes interactive transcript quizzes, final test N/A N/A N/A yes N/A Udemy very useful and explanat ory yes excellent quality, cannot be downloaded, autoplay option intermedia ry and final exam, quizzes N/A yes N/A yes Udacity good yes can be downloaded problem sets, quizzes N/A yes some yes yes Future Learn not stuffed, clear terms external links very good weekly, short test N/A N/A N/A yes N/A
- 17. • 57 % students considered acBviBes in MOOC as normal higher educaBon acBviBes • Comparing with regular university materials: 45% similar quality • 73% accessed courses from mobile • The best reasons to a.end: free, easy access, anyBme learning: 5 (scale 1-5) Students’ Learning analysis of different MOOC pla`orms
- 18. IntegraBng MOOCs in HE course acBviBes and pedagogical benefits Ac0vi0es in the HE course (in CVUPT) Pedagogical benefits Face-to-face acBviBes Discussions for deeper understanding of the course topics/requirements Learner-centric teaching Feedback on assignments Online acBviBes on CVUPT Follow course materials Self-paced study for different learning styles, enhanced focus and a.enBon Discussions of OER, MOOCs and CC licenses Openness to/culture of knowledge-sharing and re-use, exploitaBon of the OER movement benefits, criBcal thinking Project work: online course/ training / ICT help development CollaboraBon in local learning community
- 19. Ac0vi0es in the HE course (in CVUPT) Pedagogical benefits Group work Online course project Skills for collaborative work: challenge assumptions, delegate roles and responsibilities, share diverse perspectives, find effective peers to emulate, collaborative tools usage MOOC Study MOOC materials (short videos, podcasts, presentations) and answer to corresponding quizzes Self-paced/active learning Solve assessments Retrieval learning, gamification Evaluation of peer assignments Peer-assessment, assuming objectivity and responsibility Discussions / feedback in MOOC forums Participation in global learning communities, instant feedback MOOC selection Skills for continuing and for learning autonomy, self-assessment of learning objectives
- 20. For students: • autonomy in assessing their own learning needs for choosing the MOOCs in which to parBcipate • New digital skills • Developing study skills for lifelong learning • InteracBon and collaboraBon • the curated use of informaBon – analyse & sythesis Benefits/Challenges of MOOCs integra0on in flipped classrooms
- 21. ContradicBons & Challenges • For teachers: • to oppose uniformity and self-sufficiency New skills and tasks: • complex course design/management • OERs and MOOCs curaBng • New evaluaBon and assessments methods • New digital skills Image: h.p://www.spafuturethinking.com/blog/
- 22. Advantages • Fading tradiBonal educaBon barrier • developing/improving digital skills • always connected to real-life situaBons • access to latest technology • experiencing a more fundamental form of self–educaBon and open-educaBon • learning from the stream: there are thousands of colleagues/pracBBoners/experts from all over the world to interact with
- 23. Wicked • eliminaBng the confusion with distance educaBon: universiBes that already have implemented this model, use informaBon technology as a support for educaBon, and not as an alternaBve • for MOOCs in HE facilitators, prior experience in designing and running online courses is needed • a strategy for assessment • Credits transfer
- 24. ENGAGE
- 26. CONTACT Dr. Diana Andone Director e-Learning Center Email: diana.andone@upt.ro Web Elearning.upt.ro/diana.andone @diando70 h.p://www.slideshare.net/diando70/ EDEN Fellow 2011 #eLEARN2015, Kona