MOOCs Parameters: A Way Forward to Identify Best MOOCs Platform

MOOCs Parameters: A Way Forward to Identify Best MOOCs Platform

Abhishek Kumar (INFLIBNET Centre, India), Pankaj Mittal (University Grants Commission, India) and Shweta Nishad Brahmbhatt (INFLIBNET Centre, India)
Copyright: © 2018 |Pages: 14
DOI: 10.4018/978-1-5225-5146-1.ch008

Abstract

This chapter describes how there are two core stakeholders of MOOCs. One is learners and other is organizations/institutes who are offering the courses through MOOCs platform. It is very important for stakeholders to know the most suitable MOOCs platform for them. This chapter focuses on the literature review of the selected studies in order to identify the different parameters that are being used in different MOOCs platforms. This also includes environments such as learning experience, subject catalogue diversity, selection of suitable MOOCs platforms, pedagogies of MOOCs, assessment of MOOCs, etc. This chapter also provides the suggestive mechanisms to evolve the best platform through the participation of stakeholders.
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Review Of Literature

There were very few studies carried out on the issues connected to selection of MOOCs platforms and related areas in which Lin et al. (2015) study focused on the issues about the selection of most suitable platform for MOOCs provider as well as Student by case study of Swiss University. This study conducted comparison of seventeen MOOCs platforms available for creation of MOOCs and use schema as a tool which consist of nineteen attributes that categorized under the four groups for getting insights of MOOCs platforms which assist in making decision regarding section of a suitable MOOCs platform for building a MOOC. This study concludes with the features which attracts and affects MOOCs developers and learners as well.

Zancanaro et al. (2017) through the Web of Science and Scopus databases, identified six MOOCs platforms which available freely and allowed MOOCs developers to create and host MOOCs freely. This study further assesses the above said six MOOCs platforms by using fourteen parameters and stated these parameters may be used to select the most appropriate MOOCs platforms as per MOOCs developer requirements in a MOOCs setting.

Singh and Singh (2016) defined the MOOCs concept including its characteristics, advantages and features. This study further described the multi criteria as per nature of MOOCs and also identified the parameters that may be used for selecting MOOCs platforms for developing the MOOCs. This study also suggested that MOOCs phenomena will be very useful in promoting continuous learning and online learning.

Peco and Luj´an-Mora (2016) argued regarding various points to be considered for selecting of a best MOOCs platform among all available MOOCs platforms while developing Uni-MOOC aemprende on the Google Course Builder.

Taneja1 and Goel (2014) conducted a comparative study on three platforms namely Coursera Edx Udacity with respect to operational aspect of the MOOCs platforms. Further, revenue model of each platform had been briefed for developing a better product for sustained future growth.

Smith et al. (2016) compared the MOOCs platforms in the both ways while developing phase of the MOOCs and delivering phase of the MOOCs by the examples of two MOOCs which created by the Open University in collaboration with Future Learn and Northampton University’s with small team and found that the different platforms have different profiles of pedagogical flexibility, cost, development process, institutional support and participants. This study further stressed on the issue of the development own MOOCs on own MOOC platform because the self-made MOOCs have smaller group of participants but target them more effectively.

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