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Interaction Possibilities in MOOCs – How Do They Actually Happen?

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Interaction Possibilities in MOOCs – How Do They Actually Happen?

  1. 1. Interaction Possibilities in MOOCs How Do They Actually Happen? Submission to the 3rd International Conference on Higher Education Development "Future Visions for Higher Education Development" Hanan Khalil Instructional Technology Department , Faculty of Education ,Mansoura University, Egypt Martin Ebner Social Learning, Information Technology Services, Graz University of Technology, Steyrergasse 30, A-8010 Graz, Austria
  2. 2. M Massive MOOC O Open O Online C course
  3. 3. (MOOC) is an open online course offered for free to anyone who wants to participate and to learn about a specific topic
  4. 4. MOOCs attract millions of online learners from all over the world given the possibility to easily study science, engineering, and humanities subjects delivered by the world’s best professors from Harvard, Stanford, or MIT Without having to pay expensive tuition
  5. 5. Adapting MOOCs by Egyptian universities can be a further step in higher education. MOOCs can provide innovative solutions to problems such as • Over-crowded classrooms • High prices of traditional educational books • Transportation problem • Need for continued education and specialized training. MOOCs will bring teaching to multitudes of wouldn’ students who otherwise wouldn’t have access to it.
  6. 6. Why are MOOCs becoming popular? The online experience is The increasing costs of MOOCs allow participants constantly improving as higher education force to build professional and technology continue to some to look for less personal skill sets in evolve expensive alternatives their own time
  7. 7. ra Famous MOOCs se ur Co
  8. 8. Famous MOOCs Edx
  9. 9. ity Famous MOOCs ac Ud
  10. 10. m y Famous MOOCs U de
  11. 11. de m y Famous MOOCs ca a nA h K
  12. 12. One of the key components of good teaching in MOOCs is the intellectually stimulating exchange of ideas, those meaningful interactions that occur between student and student, student and instructor, and student and content
  13. 13. Though the importance of online interaction in MOOCs, there are no recommended guidelines or overview for online interaction in MOOCs. In addition, there is a lacking of research on this topic. That's why the present study addresses this research gap and gives apractical overview of interaction in MOOCs
  14. 14. Research questions three specific research questions are raised for this study: • What are the interactions (discussions) in MOOCs about? • How do the three types of interaction “students to student”, “student to instructor”, and “student to content” according to (Moore, 1989) take place in MOOCs? • Which type of interaction is the most used one in MOOCs?
  15. 15. Results and discussions What are the interactions (discussions) in MOOCs about? General General Discussion Discussion Study groups Study groups
  16. 16. lectures lectures assignments assignments technical feedback technical feedback
  17. 17. How do the three types of interaction “students to student”, “student to instructor”, and “student to content” according to (Moore, 1989) take place in MOOCs? Student to student interaction Ways in which student to Course Course not Percentage student interaction happened using using of usage Social networks 30 0 100% Discussion group 24 6 80% Meet up 6 24 20%
  18. 18. Student to instructor interaction Ways in which student to Course Course not Percentage student interaction happened using using of usage Announcements 12 18 30% Guides 6 24 20% Participate in online 6 24 20% discussion with students Ask and answer questions 6 24 20% Student to content interaction Ways in which student to Course Course not Percentage student interaction happened using using of usage Homework assignments 24 6 80% Quizzes and tests 18 12 60% Activities and Submitting 6 24 20% projects
  19. 19. Which type of interaction is the most used one in MOOCs?
  20. 20. 1 2 3
  21. 21. Since “student to instructor” interaction is missed in MOOCs, future studies should be carried out to suggest more strategies and instructional activities that promote and enhance MOOCs “student to instructor” interactions. In addition, future researches should be done to employ using MOOCs in Egyptian universities in order to provide innovative solutions to problems such as over-crowded classrooms, high prices of traditional educational books, transportation problems, need for continued education, and specialized training.

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