C. Kalyana Chakravarthy
1*,
K. V. L. Raju
2
- Department of Computer Science and Engineering, MVGR College of Engineering, Vizianagaram, India
- Department of Mechanical Engineering, Principal, MVGR College of Engineering, Vizianagaram, India
Abstract
Over the past few years, Massively Open Online Courses (MOOCs) has been supplementing class room learning by renowned Professors worldwide, allowing students to have their doubts clarified and by providing different perspective of topics from several traditional subjects at the comfort of their desk. MOOCs has several objectives that include being open, participatory and distributary. The extent to which these objectives are reached is debatable.While resources are aplenty, thanks to the vision of the pioneers in education like the Cambridge, MIT and the Stanford University willing to open their gates to the world, proper direction, training and engagement are still required for most of the stakeholders to ensure effective utilization. Further,with the learning requirements having shifted from theory to practice, MOOCs has certainly taken a new direction. This of course is not without its own challenges. In this paper, we identify various challenges in present day MOOCs and the suggested countermeasures. While some of these have been identified recently, few more are based on our own practical experiences. A survey is also conducted to summarize learner's preferences, their willingness to adapt to new courses and their preparedness to deliver their own MOOCs courses. Results indicate that most learners prefer mixed courses that are a combination of Theory and Practice. Almost equal number of learners expressed interest in Industry relevant courses as those for Curriculum related courses. However, the preparedness of users in creating and delivering their own MOOCs courses is quite low, although vast majority are using MOOCs courses for their curriculum design, which is encouraging. We also suggest few methods and tools to enable teachers develop their own MOOC Courses.
References
- Julia S. Mullen and John M. Sullivan, Jr.(2015), Student-Perceived Effectiveness of Online Content Delivery Modes, Frontiers in Education Conference (FIE), doi: 10.1109/FIE.2015.7344335.
- Catalina Ulrich and Anca Nedelcu.(2015), MOOCs in Our University: Hopes andWorries, The 6th International Conference Edu World 2014, doi: 10.1016/j.sbspro.2015.02.304.
- Aracele Garcia de Oliveira Fassbinder; Marcelo Fassbinder and Ellen Francine Barbosa.(2015), From flipped classroom theory to the personalized design of learning experiences in MOOCs, Frontiers in Education Conference (FIE), DOI:10.1109/FIE.2015.7344146.
- ] Carolyn Pe Rosiene and Joel A. Rosiene,(2015),Flipping a Programming Course: the Good, the Bad, and the Ugly, Frontiers in Education Conference(FIE), DOI: 10.1109/FIE.2015.7344151.
- RANJANBOSE, (2013),Virtual Labs Project:A Paradigm Shift in Internet-Based Remote Experimentation, IEEE Access Practicalinnovations:open solutions.(2013), DOI: Digital Object Identifier 10.1109/ACCESS.2013.2286202.
- Raghavendran Anbalagan, Ashwini Kumar and Kamal Bijlani.(2015), Footprint Model for Discussion Forums in MOOC, Second
- International Symposium on Computer Vision and the Internet, doi:10.1016/j.procs.2015.08.069.
- Samoekan Sophonhiranraka, Praweenya Suwannatthachoteb and Sungworn Ngudgratokec,(2015),Factors affecting creative problem solving in the blended learning Environment: a reviewof the literature, Procedia - Social and Behavioral Sciences 174 ( 2015 ) 2130 - 2136, doi: 10.1016/j.sbspro.2015.02.012.
- O. B. Gen�, M. Martinez Nunez, and A. F. Blanco, "Gamification in MOOC?: Challenges, Opportunities and Proposals for Advancing MOOC Model," pp. 215-220, 2014.
- Thomas Staubitz1,Hauke Klement2, Jan Renz1, Ralf Teusner1 and Christoph Meinel1. (2015), Towards Practical Programming Exercises and Automated Assessment in Massive Open Online Courses, 2015 Annual IEEE International Conference on Teaching, Assessment, and Learning for Engineering, DOI: 10.1109/TALE.2015.7386010.
- Dol Ler�s, D., et al., Validation of indicators for implementing an adaptive platform for MOOCs, Computers in Human Behavior (2016), http://dx.doi.org/10.1016/j.chb.2016.07.054.
- Alexey Neznanov and Olga Maksimenkova, (2016), The PASCA:a Mail Based Randomized Blinded Peer Assessment System for Complex Artifacts, Procedia Computer Science 96 ( 2016 ) 826 - 837.
- Christopher G. Brinton,Swapna Buccapatnam, Mung Chiang and H.Vincent Poor.(2016), Mining MOOC Clickstreams: Video-Watching Behaviour vs, In-Video Quiz Performance, IEEE Transactions on Signal Processing, 64(14), 3677-3692.
- Ratnaria Wahid., et al.,(2015) Sharing Works and Copyright Issues in Massive Open Online Course ware (MOOC), International Journal for Research in Emerging Science and Technology, 2(10), 24-29.
- Meltem Huri Baturay.(2014),An overview of the world of MOOCs, Procedia - Social and Behavioral Sciences 174 (2015) 427-433, doi: 10.1016/j.sbspro.2015.01.685.
