About one-fifth of undergraduate medical students in Egypt have heard about MOOCs. Students who actively participated showed a positive attitude towards the experience, but better time management skills and faster Internet connection speeds are required. Further studies are needed involving enrolled students in large representative samples, to assess their experiences using MOOCs. In addition, more effort is needed to raise awareness among students of such courses, as most students who had not heard about MOOCs did show interest in participating once they became aware of the courses.
A qualitative study exploring 'the goals of institutions creating or adopting MOOCs and how these institutions define effectiveness of their MOOC initiatives. We assess the current evidence regarding whether and how these goals are being achieved and at what cost, and we review expectations regarding the role of MOOCs in education over the next five years' ( Hollands, Tirthali, 2014).
The intersection of copyright with the scale and delivery of MOOCs highlights the enduring tensions between academic freedom, institutional autonomy, and copyright law in higher education. To gain insight into the copyright concerns of MOOC stakeholders, EDUCAUSE talked with CIOs, university general counsel, provosts, copyright experts, and representatives from other higher education associations. The consensus was that intellectual property questions for MOOC content merit wide discussion […].
A new survey revealed that students are motivated to enroll in MOOCs because of their interest in the specific academic topics offered, while many respondents also said they wished the courses were were offered for credit.
Patricia Daniels's insight:
I think it's like anything in education, if we really want to improve certain aspects then we need feedback from all of those engaged or connected in some way to the design, administrative, teaching or learning process. And not just the collection of feedback, but responding to it and enacting on it. Not an easy task, but sometimes it only requires small changes to make a big difference. As Wanderer notes, it's a learning process.
I’ve said this many times over the past six months: If 2012 was the year of the MOOC, 2013 will be the year of the anti-MOOC. Things are unfolding nicely according to plan. Faculty don’t like MOOCs. Critiquing MOOCs is now more fashionable than advocating for them. Numerous quasi-connected fields that thrive on being against things have now coalesced to be against MOOCs.
RT @StanfordOnline: A first look at the data for MOOC forum usage up now on the Signal blog. More here: http://t.co/f8YIhmZNcx #onlinelearn…
Patricia Daniels's insight:
Interesting to view these figures. The H817 Open Learn seemed quite active. We had groups that used 2 forums. External learners however, didn't have access to the MA students' forum at the OU. And some G+, and Facebook groups didn't access the official forums, preferring to set up their own space for discussions instead. Perhaps more activity is going on than is really transparent, or effectively trackable!
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