<DISTRIBUTED/ONLINE LEARNING>

MOOC (Massive Open Online Courses)

(Image by UCT Language Centre)

Massive Open Online Course (MOOC) is very impressive, perhaps very common form of online class. McAuley, Stewart, Siemens, and Cormier (2010) demonstrated the MOOC that “MOOC builds on the active engagement of several hundred to several thousand β€œstudents” who self-organize their participation according to learning goals, prior knowledge and skills, and common interests. Although it may share in some of the conventions of an ordinary course, such as a predefined timeline and weekly topics for consideration, a MOOC generally carries no fees, no prerequisites other than Internet access and interest, no predefined expectations for participation, and no formal accreditation” (p. 4).

In the past, students and people could get the knowledge in REAL book or library, but in the future, they can get the knowledge just on their FINGER. Prensky (2001) mentioned Digital native generation beyond Network generation; it is a generation that handles digital languages and equipment as easily as they were born and grew up and drives new changes through the Internet. Students can learn anywhere and anytime, and it is the classroom where students stand. In short, future education can be called a frameless education. Students can acquire knowledge through free online lectures at universities around the world without having to attend college. For example, MIT’s online public class, MOOC, has offered more than 2,100 free courses since 2001. In addition to MIT’s online public class, students can access TED, Youtube, and iTunes U. Although MOOC started at and active in universities, MOOC is for not only higher education, but K-12 as well.Β I think that K-12 teachers and educators need to actively use MOOC for students in various situations. For example, students who do not go to school or who do not have easy access to the educational content they want due to distance or economic circumstances.

(What is a MOOC?, 2010)

EFFECTIVE ONLINE LEARNING

Main Article: Crosslin, M. (2018). Effective Practices. In M. Crosslin (Ed.),Creating Online Learning Experiences. Mavs Open Press. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/

This article explains what kinds of things you can do in your online course and MOOC, what to do and what not to do. In other words, it explains what you need to know to improve online courses and MOOC. The most important of these is clear communication, which I think is the most important factor in making online courses effective. In addition, this paper presents Normative communicative actions, Strategic communicative actions, Constative communicative actions, and Dramaturgical communicative actions as a type of clear communication (Crosslin, 2018). If these used well, will prevent confusion or frustration for students taking online courses.

Among the many impressive parts of this document, the Synchronous Interactive Session is now familiar with the EDCI 569 course. Synchronous sessions in the EDCI 569 course can now be viewed as Live sessions. In addition to Live sessions, Synchronous Interactive Sessions include Virtual Office Hours, Unhangouts, and Online gaming and virtual reality (Crosslin, 2018). These types of sessions include tools that are interactive and live, such as Zoom, which is currently used in the EDCI569 course, and sessions that show video-chat style communication rather than interactively speaking like YouTube live.

CONCLUSION

In conclusion, online courses and MOOC are one of the most effective ways of learning for students in various situations. I would like to think about applying a science experiment simulation course as an online course. At this point, the issue is whether to proceed with a synchronous session or an asynchronous session. In the science simulation course methods, students can meet the science simulation course together in an online session and share the results after experimenting together using simulation program, or share the results, ideas and simulation process in a data warehouse such as cloud after each simulation experiment. If science teachers implement these science simulation courses, they will have to think about which will be more effective for the students.

REFERENCES

Crosslin, M. (2018). Effective Practices. In M. Crosslin (Ed.),Creating Online Learning Experiences. Mavs Open Press. https://uta.pressbooks.pub/onlinelearning/chapter/chapter-5-effective-practices/

McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice.

Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5).