MOOC on ilmselt väga paljudele uudishimulikele inimestele tuttav akronüüm. Samas kohtab ehmatavalt sageli ning üllatavatest allikatest tõdemust, et MOOCist ei teata suurt või üldse mitte midagi. Minuni jõudvad praktikad haridusasutustest on üsna reljeefselt pöördumas tagasi ja juurutamas traditsioonilise pedagoogika didaktika ning klassiruumipõhist õpilase-õpetaja suhet. Põhjuste kohta midagi kindlat öelda ei saa, sest neid tuleks enne ikka uurida. Siinviidatu võiks aga motiveerida õppejõude ning valgustada hariduskäsutajaid.
The very nature of Higher Education (HE) is changing, with students (and employers) expecting institutions to expose students to technologies that can facilitate learning, research, business and communication. The fast changes due to the COVID-19 pandemic have been an example of the importance of students developing the skills they need to effectively learn and communicate online (Barber 2021).
MOOCid on kohal:
One of these learning technologies that have become prevalent in HE is Massive Open Online Courses (MOOCs). It has been nearly a decade since MOOCs were introduced and they have become a popular mode of online learning. MOOCs now have over 220 million learners and 19.4 thousand courses throughout the world (Shah 2021).
In order to discuss the integration of MOOCs into traditional HE, it is important to understand Blended Learning, which is both simple and complex to define. […] At a simpler level, it refers to the integration of a wide range of online learning elements to in-person learning experiences. At a more complex level, however, there are limitless combinations, possibilities and applications to a great variety of contexts, which means that no two designs are usually the same, and each design contains a different balance of online and in-person components. In reality, educators use a variety of blending models for all sorts of reasons and embed a range of online resources at different levels of integration.
Results showed that MOOCs were integrated in a variety of ways, such as having students: (1) use the MOOC teaching materials in and outside classroom time (2) engage in the discussion boards, analyse their arguments and the ones that were put forward by the community; (3) create resources to be shared with other MOOC takers.
de Lima Guedes, K. K., Davis, H. C., & Schulz, J. (2022). Integrating MOOCs into traditional higher education modules: a MOOC-based blend framework. Research in Learning Technology, 30.