TY - GEN
T1 - The online learners in MOOC social environments
AU - Cohen, Anat
AU - Shimony, Udi
AU - Nachmias, Rafi
AU - Soffer, Tal
PY - 2015
Y1 - 2015
N2 - Massive Open Online Courses (MOOCs) are the latest revolution in online teaching and learning. The world’s leading universities, such as Stanford, Harvard, and MIT are offering MOOCs to the general public, worldwide, without any preconditions and free of charge (Johnson et al., 2013; Allen & Seaman, 2014; Adams & Williams, 2013; Stewart, 2013). These MOOCs are offered by a variety of initiatives, such as Coursera, Udemy, MITx, edX, Udacity, and are taught by professors around the world, in various fields. They allow for flexible learning at any time and any place, integrating a variety of tasks into the course structure. A major emphasis is put on selecting suitable course subjects, instructors, high quality video production, and a friendly interface. These MOOCs may alter the conception of education and create a culture of collaborative social learning (Brinton et al., 2013; Kissinger & Bennett, 2014) combined with peer assessment (Balfour, 2013; Piech et al., 2013). This type of course development enables the teaching of MOOCs.
AB - Massive Open Online Courses (MOOCs) are the latest revolution in online teaching and learning. The world’s leading universities, such as Stanford, Harvard, and MIT are offering MOOCs to the general public, worldwide, without any preconditions and free of charge (Johnson et al., 2013; Allen & Seaman, 2014; Adams & Williams, 2013; Stewart, 2013). These MOOCs are offered by a variety of initiatives, such as Coursera, Udemy, MITx, edX, Udacity, and are taught by professors around the world, in various fields. They allow for flexible learning at any time and any place, integrating a variety of tasks into the course structure. A major emphasis is put on selecting suitable course subjects, instructors, high quality video production, and a friendly interface. These MOOCs may alter the conception of education and create a culture of collaborative social learning (Brinton et al., 2013; Kissinger & Bennett, 2014) combined with peer assessment (Balfour, 2013; Piech et al., 2013). This type of course development enables the teaching of MOOCs.
UR - https://www.ceeol.com/search/viewpdf?id=867475
M3 - Conference contribution
SN - 978-615-5511-04-2
T3 - European Distance and E-Learning Network
BT - Proceedings of the European Distance and E-Learning Network 2015 Annual Conference
CY - Barcelona
ER -