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2016-04-14

First-ever study on MOOC use and non-use in developing countries | CourseTalk

Young people in the developing world use online courses very differently than their developed world counterparts

That’s according to the first-ever study on MOOC use and non-use in developing countries, which was arranged by the Advancing MOOCs for Development Initiative.
The Technology & Social Change Group (TASCHA) at the University of Washington Information School studied young adults in Colombia, the Philippines and South Africa.
They found:

– Certification and completion rates exceed those of developed countries Nearly half of MOOC users surveyed held a course certificate. Nearly 80% reported completing at least one course.

– Many MOOC users have no postsecondary education A quarter of MOOC users reported high school as their highest level of education completed.

– Time is a bigger barrier than technology Half of non-users aware of MOOCs cited this as a main reason for not taking courses, while just 4% cited lack of computer access and 6% cited high Internet costs.

– Awareness is a critical hurdle 79% of MOOC non-users had never heard of MOOCs.

The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students | Laurillard | Research in Learning Technology

The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT) in primary education and was carried out to contribute to the UNESCO “Education For All” goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education.

‘Stackable’ Credential Options Rise in Online Education

When David Anderton, who owns a Web development company based in London, decided he wanted more business knowledge, he realized he didn’t have the time to pursue a full-length master’s degree program. The program allows students to complete five MOOCs and earn a verified certificate from each

Half of MOOC Users in Developing Countries Get Certificates — Campus Technology

A new study by researchers at the University of Washington has found that the use of massive open online courses is much different in emerging countries than in the United States and, in some ways, more in line with what MOOC’s original proponents had in mind.

What Do MOOCs Cost? | Minding The Campus

The “Massive” in MOOC refers to class size, but one might think it stands for cost savings as well. MOOCs are free for students who register and cheap for those who seek credit. Few colleges and universities plan to grant credit for MOOCs, but of those who do, the cost to the student is typically a few hundred dollars per course; sometimes, it’s only the price of paying for a proctored exam.

MOOC courses have not gained as much popularity as expected | The Ithacan

In 2013, some educators feared massive open online courses would eliminate the need for the traditional residential college experience, with free classes that anyone could access. However, they have not gained as much traction as originally expected.

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