Advantages and Disadvantages of MOOCs PDF

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This assignment discusses the advantages of disadvantages of MOOCs....

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Advantages of MOOCs in higher education MOOCs are “demand driven” and serve the interests of other students with similar interests and the interests of individual students with the expertise to support learning of what may or may not include a learning need. Appropriate application of previous knowledge in new or specific situations. MOOCs are best suited for people with a high level of education. So signing up for a MOOC, bring in many conceptual skills developed in formal training and help people with no prior knowledge or skills [CITATION AlR19 \l 1033 ]. The positive response to the MOOC platform and the courses offered is due to the fact that many students were motivated by the MOOC experience. Studies have shown that learning through MOOCs was very effective and efficient. Some students seem to thrive with online access. It is very motivating to have access to online courses where they can learn what they like and when they want. MOOCs can respond to the needs of learners. The students appreciated the flexibility of MOOCs[ CITATION Bur15 \l 1033 ]. Students prefer to learn new subjects or deepen their modern knowledge and are curious about the MOOC, personal challenges and the desire to acquire as many certificates as possible. The MOOC enables greater national and international recognition. For elite institutions, the pioneering role in highly open innovations serves as a signaling mechanism to protect the world's leading university rankings. Community colleges were less interested in branding than in improving the poorly prepared student body's access to education. In most cases, the real value of MOOCs lies in their ability to open access to knowledge that previously served to preserve a small elite. Regardless of whether one is preparing, complementing or studying a traditional

course, MOOCs offer incredible and unique opportunities that did not exist five years ago[ CITATION Zak19 \l 1033 ]. In addition to opening up access, MOOCs can also be used to improve the delivery of teaching materials to universities and improve the ability to track the effectiveness of various teaching methods. A spokesman for HarvardX (the edX arm of Harvard) said, “The large number of students involved and the dynamic interactions enable students to learn and examine how teachers teach”.[CITATION Cos18 \l 1033 ] The MOOC even urged generally adamant teachers to rethink their teaching style and encouraged the professional development of otherwise resilient teachers. MOOCs have been used to transform education and, in most cases, the real impact on educational performance has not been strictly documented. While not a baseline randomization experiment, it provides promising evidence that student performance has improved by incorporating MOOCs into courses on campus or by adopting certain MOOC strategies like frequent reviews and automated commenting. MOOCs can potentially lower the cost of higher education when deployed in many locations to avoid duplication of work on similar courses. If one can fix licensing issues with this hardware release and can run the MOOC multiple times without making major adjustments to each offering, one can amortize the high cost of initial MOOC development for all use cases. However, since the cost of education is mainly related to the cost of labor, the total cost of higher education can be lowered by reducing labor costs or wages. Cost savings can be achieved if the educational institution wishes to transfer responsibility for lifelong educational support to staff to non-life teachers, teaching assistants or outsourcing staff.

From a student's point of view, MOOCs can only have a positive impact on the economics of an education if they keep it free or charge a small fee, but take expensive courses on campus or online to get college credits or other employer-approved certificates. used to replace. While this scenario can benefit students and taxpayers, it does mean a loss of income per student so it may not be in the best interests of the institution itself.

Issues with MOOCs in higher education Despite the review of MOOCs, there has been some serious consideration, including the methodology for evaluating current students, which raises questions about the reliability of the MOOC. Peer review assignments are mandatory as many courses do not allow trainers to assess individual assignments. With this in mind, Krause (2013) noted that some students received commendable comments despite poor work. Another major challenge for MOOCs is to ensure that the students taking the exam are the same students who are enrolled. Some experts believe that an online inspection with a webcam could be a suitable option[ CITATION Bla16 \l 1033 ]. According to numerous scientific studies, MOOCs were plagued by criticism and questions about quality, assessment methods, reliability, lack of interaction, motivation and feedback from the start. Another point is that most assessments are in a multiple choice form that does not induce students to make critical or recursive assessments. Although some platforms use rubrics for this purpose, this is similar to partner evaluation in which there is no mechanism to ensure that partners evaluate each other fairly and correctly. The main problem with MOOCs is the high drop-out rate among students before completing the course. As a result, the percentage of students completing the course is low, estimated at 5 to

15% according to an initial survey [CITATION Jobch \l 1033 ]. At present there seem to be very few statistics on the degree of completion. In addition, these courses encountered sociological issues related to the lack of interaction between students and students and teachers, indicating that students were not helped with any doubts or questions raised in the discussion forums. The students feel abandoned in this inhuman program. Li (2019) predicts that MOOCs will lose their place because they don't have much to offer from a technical and educational point of view. Additionally, many business leaders believe that college graduates lack the essential skills for the job. In this context, MOOCs do not have a significant impact on the business world as they are designed by researchers themselves to suit their interests rather than focusing on the skills the industry is seeking [ CITATION Li19 \l 1033 ]. Pilli, Admiraal and Salli (2018) identified inadequate teaching by teachers as one of the greatest challenges limiting e-learning skills. Other problems are the lack of pedagogical knowledge about online learning and the teacher's resistance to online or mixed forms. In addition, teachers and professors often do not engage in the discourse on acquiring the knowledge needed when designing an online or mixed curriculum or program [ CITATION Pil18 \l 1033 ]. All of this seems to suggest that we have not yet resolved the tension between the benefits or advantages of online learning and the many challenges that come with it.

Future of MOOCs Opinions about the future of higher education for MOOCs are divided by the roles that MOOCs can and should play, and it is widely believed that MOOCs will continue to grow in importance. It is necessary to analyze various initiatives related to increasing access to education for a larger

part of society and thus the possibility of a fairer university in the future. This issue of Bates shows, among other things, the possibilities of a new shipping method. Higher education can offer. Some online or blended learning course offerings recently required a work-college balance at many universities or for students with accessibility issues[ CITATION Bla16 \l 1033 ]. However, the provision of mixed forms of education is not always closely linked to innovative teaching practices. As Freitas and Paredes (2018) point out in an article, the possibility of participating in the design of online or mixed courses should rethink the teaching approach of teachers, but the outcome of this course does not always improve other pedagogical knowledge. Variables need to be taken into account (lack of preparation by teachers, etc.). More examples of innovative teaching practices and teaching methodologies are also required, which have a broader impact and allow others to replicate or adapt to different situations. Even if these innovative practices already exist and have proven to work, they are likely to have limited impact on higher education unless they are supported by careful curriculum changes. Modify the higher education curriculum so that it is flexible enough to cover the development of what is known as Competency 21 and create an interdisciplinary degree that allows students to be citizens of the present and the present to become problem solver, and face future social challenges[CITATION Dan15 \l 1033 ]. As noted above, the MOOC has failed to deliver on its promise to transform the environment for early higher education. As Brown (2013) noted, the initial idea that MOOCs would provide free education to anyone anywhere has faded as the outreach that attracts media attention increases [ CITATION Bro13 \l 1033 ]. The authors emphasize that MOOCs are already privileged and benefit those who have the training or the resources and capacities to improve their capacities. According to an article by Costello, Holland and Kirwan in the current issue, outdated pedagogy

and clunky automated assessment options made the MOOC's mass education potential unnecessary. In addition to its educational and democratic potential, the MOOC lacks, with a few exceptions, which have been invented for more than a decade, a clear certification and certification mechanism that can be recognized as a viable and important key player in the field. The question is focused. Yuan and Powell (2013) have put forth to find a way to address the many challenges of the MOOC platform. Given the pace of development in technology, learning and quality assurance models, MOOCS will continue to develop and broaden its focus, particularly for 'post-local learners' looking for access to learning opportunities and international learning without leaving their country of origin[ CITATION Yua13 \l 1033 ].

Conclusion Massive Open Online Courses (MOOCs) have become one of the most polarizing advances in higher education. Many higher education institutions view these MOOCs as innovations that can mark a tipping point in the way education is delivered, while others view them as distractions, steps, and a way to dilute college degrees. MOOCs are still in its infancy, but the huge impact the MOOC has had in a short space of time suggests it is experiencing a revolution in the delivery of higher education. Whether improving access around the world or adding programs within the existing university community, MOOCs can be a critical factor in the future of higher education.

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