Openness in education

Massive Open Online Courses (MOOCs) revolutionize the concept of higher education. The courses do not have to squeeze the learning environment within the classrooms anymore. The value of a MOOC for student learning depends on how learning processes are facilitated, stimulated and assessed. However, before considering these elements of MOOC, joining an online course should have an evaluation of participation to meet its quality and aims.

The concept should be questioned in a sense that students (learners) may easily register for a course by clicking registration button at the web site. However, since “participant behaviors and intentions are so diverse” and it is common that students do not take it serious when it is free at charge, the course may not reach its goals with a certain number of participants. The results of a study (Admiraal et al., 2015) indicated that participants who completed the voluntary final exam formed about 10% of the total student enrolment. Teachers and institutions may not get the expected benefits out of the online courses in this case. That could be a loose of prestige for the course itself as well as the institute. Working as a team and sharing of knowledge between participants can be impossible with great variety of participants in terms of backgrounds.

For a better quality and results, open courses should have an evaluation of participation.


Haywood, J. (2012, July 20). No such thing as a free MOOC. Retrieved from blog/no-such-thing-as-a-free-mooc/

Koutropoulos, A., Gallagher, M., Abajian, S., de Waard, I., Hogue, R., Keskin, N. & Rodriguez, O. (2012). Emotive Vocabulary in MOOCs: Context & Participant Retention. European Journal of Open, Distance, and E-Learning, 2012(I), May 10, 2012. Retrieved from http://www.eurodl. org/?article=507.

Admiraal W, Huisman B and Pilli O. Assessment in Massive Open Online Courses. Electronic Journal of e-Learning 13(4):207-216 · April 2015.

Openness in education” için 2 yorum

  1. Indeed, the low completion rates of most MOOCs (but not all) has been the subject of much discussion and research in recent years. The problem is that these are not regular for-credit courses and learners take them out of curiosity or lifelong learning. Many participants take the parts of the course they are interested in and them leave without “completing” the course. Many of them may learn a lot but don’t see any reason to take the final certificate. I have done this several times.

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  2. I agree. Though MOOCs are open and free, they still did not replace the need for a formal study that is why the completion rate is low. Instead, it became a tool for continuing and informal education, which has high-value on its own. As we shall see though, they work best when people are already reasonably well educated but a challenge to students who are busy fulfilling their own school requirements.

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