Document Type : Research
Authors
- Masoumeh Matoor 1
- Khadijeh Aliabadi 2
- Naser Mozayani 3
- Ali Delavar 4
- Mohammad Reza Nili Ahmadabadi 2
1 PhD Student in Educational Technology, Allameh Tabataba'i University
2 Associate Professor, Allameh Tabataba'i University
3 Associate Professor, University of Science and Technology
4 Professor, Allameh Tabataba'i University
Abstract
The present study aims at introducing and criticizing the mass open online courses (MOOCs). To this end, the "Critical Philosophical Exploration" method was used. The statistical population comprised all books, articles, studies, and research pertaining to the subject that was selected with purposive sampling and the maximum probable sources. The data required were collected through notetaking which were analyzed by verbal, visual and logical inference. In this paper, MOOCs was first described in three axes: "what", "why", and "how"; then, to interpret MOOCs, the criteria (a) underlying theory, (b) educational justice, (c) adult education, (d) practicality in technical terms, and (e) the educational applications were selected and the MOOCs were analyzed and finally, their advantages and disadvantages were summarized. According to the findings of this article, MOOC's most important benefits included: advanced scientific underlying theory, laying the groundwork for educational justice, proportionality with adult education, operational capability, and various educational advantages and advantages. However, the new underlying theory of MOOCs (relativism) and its many criticizes, MOOCs ability to create and spread educational discrimination, various technical shortcomings, and serious deficiencies in educational application were among the disadvantages. Consequently, dealing with MOOCs needs awareness of these advantages and disadvantages and attempts to resolve them.
Keywords
- Massive open online course
- Criticism
- Critical philosophical exploration
- Disadvantages and advantages
Main Subjects
اسکندری، حسین، هاشم فردانش، و سید مهدی سجادی (1389)، «ارتباط‌گرایی: در رقابت یا هم‌سویی با دیگرنظریه‌های یادگیری»، فصل‌نامة روان‌شناسی تربیتی، س 5، ش 15.
بارون، تی. اٍ. (1387)، «نقادی و خبرگی آموزشی»، ترجمة علی‌رضا کیامنش، در: برنامة درسی، نظرگاه‌ها، رویکردها، و چشم‌اندازها، تهران: سمت و به‌نشر.
پامرول، ژان چارلز، ایو اپلبوین، و کلر ثوری (1395)، موک‌ها: طراحی، کاربرد و مدل‌های کسب‌وکار، ترجمة معصومه مطور، خدیجه علی‌آبادی، و ناصر مزینی، تهران: بوکا.
حسینی، سید محمدحسین و دیگران (1394)، «تحلیل انتقادی الگوهای تغییر برنامة درسی»، نشریة علمی ـ پژوهشی پژوهش‌نامة انتقادی وابسته به پژوهشگاه علوم انسانی و مطالعات فرهنگی، ش 37.
صباغیان، زهرا و سهیلا اکبری (1393)، مبانی آموزش بزرگ‌سالان، تهران: سمت.
عبدوس، میترا (1381)، «بررسی عوامل مؤثر در فرصت‌های آموزشی نابرابر بین دختران و پسران»، تهران: پژوهشکدة تعلیم‌و‌تربیت، خلاصة مقالات مهندسی اصلاحات در آموزش‌و‌پرورش.
گروه مشاوران یونسکو (1389)، نظام آموزش از راه دور، ترجمة اسماعیل زارعی زوارکی و سعید صفائی موحد، تهران: علمی و فرهنگی.
گریسون، رندی و نورمن وایگان (1393)، یادگیری تلفیقی در آموزش عالی، چهارچوب، اصول، و دستورالعمل‌ها، ترجمة اسماعیل زارعی زوارکی، سونیا موسی‌رمضانی، و مرضیه سعیدپور، تهران: آوای نور.
گوتیه، کلرمون و موریس تاردیف (1394)، پداگوژی: علم و هنر یاددهی ـ یادگیری از دوران باستان تا به امروز؛ نظریه و کاربرد، تهران: سمت.
مک‌دونالد، ژانت (1394)، راه‌نمای یادگیری و تدریس تلفیقی در نظام آموزش حضوری و از راه دور، ترجمة اسماعیل زارعی زوارکی و وحید صالحی، تهران: دانشگاه علامه طباطبایی.
نویدادهم، مهدی (1394)، عدالت آموزشی چیست؟، <http://ayaronline.ir/1394/09/165067.html>.
ویلیز، جی. (1381)، ارزش‌یابی کیفی، ترجمة علی‌رضا کیامنش، در: برنامة درسی: نظرگاه‌ها، رویکردها، و چشم‌اندازها، مشهد: به‌نشر.
هاگرسون، نلسون ال. (1387)، کاوش‌گری فلسفی: نقد توسّعی، ترجمة محمدجعفر پاک‌سرشت، در: روش‌شناسی مطالعات برنامة درسی، ترجمة محمود مهر‌محمدی و همکاران، تهران: سمت و پژوهشگاه مطالعات آموزش‌و‌پرورش.
یوخم، ویم، یرون‌وان مرینبور، و راب کوپر (1390)، نظام جامع یادگیری الکترونیکی، الزامات آموزشی، و فنی و سازمان، ترجمة بی‌بی‌عشرت زمانی و سید مجید عبدالهی، تهران: سمت.
<http://linc mit edu/linc2013/proceedings/Session3/Session3Breakwell.pdf>.
<http://www.elearnspace.org/Articles/MOOC_Final.pdf>.
Agarwal, A. (2013), “Why Massive Open Online Courses (Still) Matter”, TED, <http://www.ted.com/talks/anant_agarwal_why_massively_open_online_courses_still_matter?langu age=en>.
Albó, L., D. Hernández-Leo, and M. Oliver (2016), “Are Higher Education Students Registering and Participating in Moocs? The Case of MiríadaX”, EMOOCs 2016 Conference, Graz, Austria.
Ally, M. (2008), Foundations of Educational Theory for Online Learning, Hrsg., in: The Theory and Practice of Online Learning, Athabasca University.
Assaf, W. et al. (2009), “Virtual EBMS: a Virtual Learning Community Supporting Personalised Learning”, International Journal of Web Based Communities, vol. 5, no. 2.
Audretsch, D. B. and A. R. Thurik (2001), “What's New about the New Economy? Sources of Growth in the Managed and Entrepreneurial Economies”, Industrial and corporate change, vol. 10, no. 1.
Ball, S. J. (2012), Global Education Inc: New Policy Networks and the Neo-Liberal Imaginary, New York: Routledge.
Baumol, W. et al. (2012), The Economics of Mutual Fund Markets: Competition Versus Regulation (vol. 7), Berlin: Springer Science and Business Media.
Bernhardt, T. and M. Kirchner (2007), E-Learning 2.0 im Einsatz, Du bist der Autor, Vom Nutzer zum WikiBlpog-Caster, Boizenburg: Verlag Werner Hülsbusch.
Breakwell, N. and D. Cassidy (2013), “Surviving the Avalanche: Improving Retention in MOOCs”, in: Sixth International Conference of MIT’s Learning International Networks Consortium (LINC), Cambridge, MA,
Carr, N. (2012), “The Crisis in Higher Education”, Technology Review, vol. 115, no. 6.
Cirulli, F. et al. (2016), “The Use of MOOCs to Support Personalized Learning: An Application in the Technology Entrepreneurship Field”, Knowledge Management and E-Learning: An International Journal (KM and EL), vol. 8, no. 1.
Conole, G. G. (2014), “A New Classification Schema for MOOCs”, The International Journal for Innovation and Quality in Learning, vol. 2, no. 3.
Croxton, R. A. and A. S. Chow (2015), “Using Addie and Systems Thinking as the Framework for Developing a MOOC: a Case Study”, Quarterly Review of Distance Education, vol. 16, no. 4.
Czerniewicz, L. et al. (2014), “Developing World MOOCs: A Curriculum View of the MOOC Landscape”, JOGLTEP, vol. 2, no. 3.
Cusumano, M. A. (2014), “MOOCs Revisited, with Some Policy Suggestions”, Communications of the ACM, vol. 57, no. 4.
Daniel, J. (2012), “Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility”, Journal of Interactive Media in Education, vol. 3.
de Waard, I. et al. (2014), “Challenges for Conceptualising EU MOOC for Vulnerable Learner Groups”, Proceedings of the European MOOC Stakeholder Summit 2014, <http://www.emoocs2014.eu/sites/default/files/Proce>.
DeSilets, L. D. (2011), “Are you Ready for the Net Generation or the Free Agent Learner?”, The Journal of Continuing Education in Nursing, vol. 42, no. 8.
Dillahunt, T., Z. Wangand, and S. D. Teasley (2014), “Democratizing Higher Education: Exploring MOOC Use Among Those Who Cannot Afford a Formal Education”, International Review of Research in Open and Distributed Learning (IRRODL), vol. 15, no. 5, <http://www.irrodl.org/index.php/irrodl/article/view/1841>.
Eynon, R. and E. Helsper (2010), “Adults Learning Online: Digital Choice and/or Digital Exclusion”, New Media and Society, vol. 13, no. 4.
Fidalgo Blanco, Á., M. L. Sein-Echaluce Lacleta, and F. J. García-Peñalvo (2015), “Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model”, Journal of Universal Computer Science, vol. 21, no. 5.
Field, J. (2014), “MOOCs: Should we Believe the Hype?”, Digital Teohnology, Adults Learning Spring.
Fischer, G. (2014), “Beyond Hype and Underestimation: Identifying Research Challenges for the Future of MOOCs”, Distance Education, vol. 35, no. 2.
Fullan, M. (2007), the New Meaning of Educational Change, The Columbia University: Teachers College (4th Edition).
Haggard, S. (2013), “The Maturing of the MOOC”, BIS Research Paper Number, vol. 130.
Hall, R. (2015), “For a Political Economy of Massive Open Online Courses”, Learning, Media and Technology, vol. 40, no. 3.
Harvey, D. (2010), A Companion to Marx's Capital (vol. 1), New York: Verso Books.
Jing, L. I. (2015), “MOOC: A Crisis or an Opportunity for Chinese General Education Curriculum? MOOC’s Implications for Chinese General Education Curriculum Development”, Cross-Cultural Communication, vol. 11, no. 6.
Johansson, S. and I. Frolov (2014), An Adaptable Usability Checklist for MOOCs: A Usability Evaluation Instrument for Massive Open Online Courses, UMEA University, Department of Informatics, Master Thesis.
Johnson, L. et al. (2014), NMC Horizon Report: 2014 Higher Education Edition, Austin, Texas: The New Media Consortium, Nielson and Loranger.
Jones-Bey, L. (2012), “Coursera and your Career”, Coursera Blog.
Karnouskos, S. and M. Holmlund (2014), “Impact of Massive Open Online Courses (MOOCs) on Employee Competencies and Innovation”, Blekinge Institute of Technology, School of Management.
Kawachi, P. (2013), Quality Assurance Guidelines for Open Educational Resources: TIPS Framework, New Delhi: Commonwealth Educational Media Centre for Asia.
Kelder, J. A. et al. (2013), “Evaluation of a MOOC Pilot: Impacts on Pedagogical and Technical Design and Dementia Education Research”, in: Electric Dreams, Proceedings Ascilite.
Khatibi, M. and M. Fouladchang (2015), “Connectivism: A Review”, The International Journal of Indian Psychology, vol. 2, no. 4.
Kolowich, S. (2013a), “EdX Drops Plans to Connect MOOC Students with Employers”, The Chronicle of Higher Education, vol. 16, no. 12.
Kolowich, S. (2013b), “How EdX Plans to Earn, and Share, Revenue from its Free Online Courses”, The Chronicle of Higher Education, vol. 21.
Kop, R. and H. Fournier (2010), “New Dimensions to Self-Directed Learning in an Open Networked Learning Environment”, International Journal of Self-Directed Learning, vol. 7, no. 2.
Kop, R., H. Fournierand, and J. S. F. (2011), “A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses”, International Review of Research in Open and Distance Learning, vol. 12, no. 7.
Kovanović, V. et al. (2015), “What Public Media Reveals about MOOCs: A Systematic Analysis of News Reports”, British Journal of Educational Technology, vol. 46, no. 3.
Liang, D. et al. (2014), “Analysis of Learners’ Behaviors and Learning Outcomes in a Massive Open Online Course”, Knowledge Management and E-Learning: An International Journal (KM and EL), vol. 6, no. 3.
Liu, M. et al. (2014), “Understanding MOOCs as an Emerging Online Learning Tool: Perspectives from the Students”, American Journal of Distance Education, vol. 28, no. 3.
Liyanagunawardena, T. R., P. Parslow, and S. Williams (2014), “Dropout: MOOC Participants’ Perspective”, Conference or Workshop Item, University of Reading.
Marx, K. (1993), Capital, Volume 2: A Critique of Political Economy, London: Penguin.
McAuley, A. et al. (2010), “The MOOC Model for Digital Practice”,
McGettigan, A. (2013), The Great University Gamble: Money, Markets and the Future of Higher Education, London: Pluto Press.
Merrill, M. D. (2009), “First Principles of Instruction”, in: Instructional Design Theories and Models: Building a Common Knowledge Base, New York: Routledge, Taylor, and Francis.
Milheim, W. D. (2013), “Massive Open Online Courses (MOOCs): Current Applications and Future Potential”, Educational Technology, vol. 53, no. 3.
Newfield, C. (2013a), “New Waypoints in the MOOC Debate, Part II: Lowering Revenue Expectations”, <http://utotherescue.blogspot.co.uk/2013/06/new-waypoints-in-mooc-debate-part-ii.html>.
Newfield, C. (2013b), “New Waypoints in the MOOC Debate, Part III: The Udacity=Georgia Tech Contract”, <http://utotherescue.blogspot.co.uk/2013/06/waypoints-in-mooc- debates- part-iii.html>.
Pappano, L. (2012), “The Year of the MOOC”, The New York Times, <http://www.nytimes.com/ 2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-arapid-pace.html <
Parr, C. (2013), Not Staying the Course, Inside Higher (ed.), May 10, <http://www.insidehighered.com/news/2013/05/10/new-study-low-mooc-completion-rates>.
Pomerol, J. C., Y. Epelboin, and C. Thoury (2015), MOOCs: Design, Use and Business Models, New York: John Wiley & Sons.
Reinmann, G. (2011), Didaktische Design: Von Der Lerntheorie Zur Gestaltungsstrategie Technologien, in: M. Ebner (Hrsg.) and S. Schön, Amazon: Lehrbuch für Lernen und Lehren, <http://l3t.tugraz.at/index.php/LehrbuchEbner10/article/view/18>.
Romero, M. (2013), “Game Based Learning MOOC, Promoting Entrepreneurship Education”, Elearning Papers, Special Edition MOOCs, and Beyond, vol. 33.
Selwyn, N. and S. Bulfin (2014), “The Discursive Construction of MOOCs as Educational Opportunity and Educational Threat”, MOOC Research Initiative Final Report.
Shrivastava, A. and P. Guiney (2014), Technological Developments and Tertiary Education Delivery Models-the Arrival of MOOCs: Massive Open Online Courses, New Zealand: Ministry of Education.
Siemens, G. (2005), “Connectivism: A Learning Theory for the Digital Age”, International Journal of Instructional Technology and Distance Learning, vol. 2, no. 1.
Siemens, G. (2012), “What is the Theory that Underpins Our MOOCs?”, [blogpost], <http://www.elearnspace.org/blog/2012/06/03/what-is-the-theory-that-underpins-our-MOOCs/>.
Song, L. and J. R. Hill (2007), “A Conceptual Model for Understanding Self-Directed Learning in Online Environments”, Journal of Interactive Online Learning, vol. 6, no. 1.
Stein, K. (2013), Penn GSE Study Shows MOOCs Have Relatively Few Active Users, with Only a Few Persisting to Course End, Press Release, University of Pennsylvania Graduate School of Education.
Waite, M. et al. (2013), “Liminal Participants and Skilled Orienteers: Learner Participation in a MOOC for New Lecturers”, MERLOT Journal of Online Learning and Teaching, vol. 9, no. 2.
Watters, A. (2013a), The Education Apocalypse, <http://hackeducation.com/2013/11/07/the-education-apocalypse/>.
Watters, A. (2013b), “Top Ed-Tech Trends of 2013: MOOCs and Anti-MOOCs”, <http://hackeducation.com/2013/11/29/top-ed-tech-trends-2013-moocs/>.
Yousef, A. M. F. (2014), “What Drives a Successful MOOC? An Empirical Examination of Criteria to Assure Design Quality of MOOCs”, in Advanced Learning Technologies (ICALT), 2014 IEEE 14th International Conference on, IEEE.
', './data/crtls/coversheet/cover_en.jpg'))