June 23, 2013
June 23, 2013
June 26, 2013
23.1232.1 - 23.1232.16
The State of Massive Open Online Courses (MOOCs) inEngineering Education: Where do we go from here?Session Topics: Techniques in Web-Based and Technology EnhancedEducation Around the Globe; Multimedia and Distance Education Tools forEngineering Education across the globe; Distance LearningCourses/Programs across the globeAbstractThe proliferation of massive open online courses (MOOC) is dramaticallychanging the way we teach and learn. These online courses have the flexibility tocombine social networking with online videos and homework, allowingparticipants to learn at their own pace. Furthermore, unlike conventional classes,they can potentially reach an unlimited number of students worldwide. Examplesof MOOCs that have been established recently include Coursera, Udacity, edX,MITx, and Khan Academy. These courses continue in the collaborative spirit ofopen sharing of software and information brought on by the open source andWikipedia movements. In addition, the courses help to bridge the gap betweenthe rich and poor within the digital divide.The rapid growth and popularity of the MOOCs have led experts to predict thatthe traditional higher education market will face pressure over the next severalyears, due to growing competition from MOOCs as well as internationaluniversities. Although the top educational institutions will continue to attractstudents, other institutes are likely to suffer if they do not integrate MOOCs andnew technologies in their curriculum, especially given the rapidly changinglearning preferences in the current generation of students.Since no open education standard has emerged to define the future of MOOCs,there is currently a barrage of unregulated courses on the Web that couldpotentially lead to misinformation conveyed to the online learners. This paperreviews and compares the current platforms and technologies available in theonline engineering education arena, proposes a model for combining MOOCswith live university courses, lays the groundwork for open standards forengineering education, summarizes the international challenges ahead, anddiscusses the implications for future educators and students. The impact of thisstudy will help educators manage the vast content in order to integrate onlineeducation in their own curriculum, and provide guidelines on how to best utilizethe MOOCs in the future.
Tsai, F. S., & Wong, K. H. (2013, June), The State of Massive Open Online Courses (MOOCs) in Engineering Education: Where do we go from here? Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22617
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2013 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015