Critical Discussions on the Massive Open Online Course (MOOC) in India and China

Autor/inn/en	Trehan, Sangeeta; Sanzgiri, Janesh; Li, Chenxi; Wang, Rongsheng; Joshi, Rakesh Mohan
Titel	Critical Discussions on the Massive Open Online Course (MOOC) in India and China
Quelle	In: International Journal of Education and Development using Information and Communication Technology, 13 (2017) 2, S.141-165 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-0556
Schlagwörter	Foreign Countries; Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Developing Nations; Program Effectiveness; Cross Cultural Studies; Program Development; Higher Education; International Cooperation; Delphi Technique; Surveys; Language of Instruction; Barriers; Access to Computers; Accreditation (Institutions); Teaching Methods; Social Media; Economic Factors; Information Literacy; College Students; College Faculty; India; China + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Developing country; Developing countries; Entwicklungsland; Cultural comparison; Kulturvergleich; Programmplanung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Delphi-Methode; Survey; Umfrage; Befragung; Teaching language; Unterrichtssprache; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Medien; Ökonomischer Faktor; Informationskompetenz; Collegestudent; Fakultät; Indien
Abstract	Massive Open Online Courses (MOOCs) have been a relatively recent entrant in the field of online learning, yet with their "massiveness" and "openness" were posited to have the potential to transform learning and development in developing countries by providing willing learners with ready access to knowledge and Higher Education (HE). Early research has shown that MOOCs have mostly been deepening, rather than broadening, access to education. Yet they have strengthened in numbers since their inception. The current article situates the discourse around MOOCs from the unique perspectives of India and China with three broad objectives of sharing MOOC development in these countries, conducting a high-level discussion of the potential value of MOOCs for their HE systems and critiquing current issues with MOOC development there. This discussion is timely, since MOOC discourse in the international literature has swung between trumpeting MOOCs as "disruptive" technologies to warning of the "MOOC delusion". We find that the concept and practice of MOOC in India and China are emerging. From the supply side, there is a need to focus on sound design, quality and accessible delivery, multi-lingual facilitation and efficient regulation of MOOC-credits, besides development of critical literacies for MOOCs in learners to realize the potential and promise of the MOOC. (As Provided).
Anmerkungen	International Journal of Education and Development using Information and Communication Technology. University of the West Indies Open Campus, Dave Hill, St. Michael BB11000, Barbados. Tel: 868-663-9021; Fax: 868-645-9741; Web site: http://ijedict.dec.uwi.edu/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01