Massive Open Online Courses

Josh C.

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Massive Open Online Courses, teaching plans, Stanford University

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Abstract

Massive Open Online Courses (MOOC) are teaching plans that happen to be internet based giving them the capability of simultaneously handling thousands of students based in different geographical locations globally. The MOOC trend of learning in higher education was introduced during the summer of 2011 at Stanford University by Norvig Peter and Thrun Sebastian for an artificial intelligence course that was offered for free (Welsh & Dragusin, 2013).

Since then, Massive Open Online Courses have gained a lot of prominence drawing a lot of support and interest from numerous Higher learning institutions internationally. MOOCs are not a very unique invention as very many universities had already introduced online learning platforms by the time they were introduced (Booker, 2013). However, they differ from this norm in that they are offered on larger scale to millions of students concurrently, for free and by world class professors from some of the most prestigious universities. But although the MOOCs are still on their experimental stages, there still exists potential long-term effects that they will have on institutions of higher education through increasing enrolment and transforming the learning experiences for both professors and the students.

The Massive Online Open Courses that are being offered currently are definitely bound to transform the methods higher institutions of learning employ to deliver knowledge or rather deliver the content of their courses to the learners.

Introduction
Massive Open Online Courses
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[...] MOOCs will also increase the accessibility of higher education to diverse students from all over the world irrespective of their social economic status or geographic location. References Booker, E. (2013). Will MOOCs Massively Disrupt Higher Education? Accessed 14 November 2014 from http://www.informationweek.com/software/will- moocs-massively-disrupt-higher-education/d/d-id/1111357? Welsh, D. & Dragusin, M. (2013). [...]

[...] As Massive Open Online Courses transform the learning experiences and modes of delivery, they will also have the ability to increase accessibility and enrolment to higher education for students from diverse backgrounds (Welsh et al, 2013). Massive Open Online Courses are designed to be delivered free of charge and are thus open for registration to students from diverse backgrounds. This differs from the traditional on campus and online programs offered by institutions of higher learning that involve high costs of tuition fees. Georgia Institute of Technology for example has announced its intention to offer its Computer Science masters degree through partnering with Udacity which is a MOOC platform (Booker, 2013). [...]

[...] Most scholars have argued that by changing the number of learners that a professor can handle at once, MOOCs are bound to disrupt the status quo of higher education maintaining the same format of offering lectures for many years now (Welsh et al, 2013). MOOCs will further transform the success of learning by changing how professors' handle the challenges encountered by students in grasping the course content. This is because Massive Open Online Courses are designed based on previous research on the best practices that foster student learning. This is because the different MOOC platforms generate a lot of data through the per mouse click abilities. [...]

[...] Since then, Massive Open Online Courses have gained a lot of prominence drawing a lot of support and interest from numerous Higher learning institutions internationally. MOOCs are not a very unique invention as very many universities had already introduced online learning platforms by the time they were introduced (Booker, 2013). However, they differ from this norm in that they are offered on larger scale to millions of students concurrently, for free and by world class professors from some of the most prestigious universities. [...]

[...] The New Generation of Massive Open Online Course (MOOCS) and Entrepreneurship Education. Small Business Institute Journal. Vol No pp 51-65. [...]

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