Refine your search
Collections
Co-Authors
Year
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Chaudhary, Swati
- Massive Open Online Courses and Modern Education
Abstract Views :191 |
PDF Views:0
Authors
Affiliations
1 Department of Journalism and Mass Communication, Jagan Nath University, Bahadurgarh, Haryana, IN
2 Department of Education, Jagan Nath University, Bahadurgarh, Haryana, IN
1 Department of Journalism and Mass Communication, Jagan Nath University, Bahadurgarh, Haryana, IN
2 Department of Education, Jagan Nath University, Bahadurgarh, Haryana, IN
Source
International Journal of Education and Management Studies, Vol 7, No 3 (2017), Pagination: 422-424Abstract
Developments in information and communication technology along with distance education applications have changed the thinking of educators. Today, especially with the help of web technologies, very rich learning environments and materials are being created. In addition, the constantly growing and transforming structure of knowledge influences the learning mechanism of students and the role of teachers from top to bottom, pushing educational institutions and educational researches into new pursuits. In the most basic definition, MOOCs are online education platforms accessed for free by great masses. Online courses taught by elite academics in elite universities draw a lot of interest, and provide a complete distance learning environment through assignments, presentations, videos and other course materials. As one of the most interesting recent developments among distance education researchers, there is an undoubted expectation that MOOCs will revolutionize the operation of education in the future. This study defines MOOCs, interprets their emergence, interpretations are made regarding Its role today and future tendencies, education and various recommendations are provided regarding future development.Keywords
MOOC, Online, Modern Education, Technologies, Transformation.References
- Conole, G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs Retrieved from http://www.um.es/ead/red/39/conole.
- Downes, S. (2008). Places to go: Connectivism and connective knowledge. Innovate Online. 5. Issue 1. Retrieved from https://www.academia.edu/2869475/Places_to_go_Connectivism_and_connective_knowledge
- Hargittai, E. (2007). Whose Space? Differences among users and non-users of social network sites.
- Hollenbaugh, E. (2011). Motives for maintaining personal journal blogs. Cyber Psychology. Behavior and Social Networking 14(1), 13-20.
- Head, A.J., & Eisenberg, M.B. (2009). Lessons learned: How college students seek information in the digital age Project Information Literacy First Year Report with Student Survey Findings. Retrieved from http://projectinfolit.org/pdfs/PIL_Fall2009_finalv_YRl_12_2009v2.pdf.
- Jirapinyo, P, & Yang, L. (n.d.). & Degrees of Separation. Retrieved from http://isites.harvard.edu/fs/docs/icb.topic707165.files/pdfs/Jirapinyo_Yang.
- Lim, S. (2009). How and why do college students use Wikipedia? Journal of the American Society for Information Science and Technology. 60(11), 2189-2202.
- McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. https://www.upwork.com/blog/2015/11/moocs-higher-education-flexible-free-mobile-friendly/
- Mclnemey, et al. (2009). Combining social network analysis and sentiment analysis to explore the potential for online Radicalisation by Lina Mcinerney et al. Published in Social Network Analysis and Mining. ASONAM'0
- Rovai, A. P, & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distributed learning, 5. Issue 2.
- Sharples, M., Mcandrew, P, Weller, M., Ferguson, R., Fitzgerald, E., Hirst, T., & Yishay, M. G. (2012). Innovating pedagogy, 2012. Milton Keynes: UK: Open University.