Open Access Peer-reviewed Research Article

MOOCs 2012-2022: An overview

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2012-2021 MOOC growth
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Submitted   Jan 11, 2023
Published   Mar 13, 2023
Issue    Vol 3 No 1 (2023)
DOI   10.25082/AMLER.2023.01.017

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Stamatios Papadakis corresponding author
Pedagogical Department of Preschool Education, University of Crete, Crete, Greece

Abstract

Online learning has proven its effectiveness recently, especially during the coronavirus outbreak [COVID-19] that forced the closure of educational institutions in most countries. Many see MOOCs as an alternative to the traditional education system due to the flexibility of learning time and the absence of economic and geographical constraints. People can access educational content for free through platforms that deliver online learning content. However, MOOCs have long-standing challenges that need to be addressed. These include high dropout rates and reduced user participation in learning activities such as forums and comments. Furthermore, international research has identified a need for more relevant knowledge, despite the importance experts ascribe to MOOCs for delivering educational content. To this end, this chapter examines the establishment of MOOCs in terms of their pedagogical and technological dimensions, starting with a definition and a brief history of MOOCs. To this end, the characteristics of MOOCs will be reviewed. The practical issues that have emerged from more than ten years of experience in implementing MOOCs at the international level will also be considered.

Keywords
MOOC, Massive Open Online Course, cMOOC, xMOOC

Article Details

How to Cite
Papadakis, S. (2023). MOOCs 2012-2022: An overview. Advances in Mobile Learning Educational Research, 3(1), 682-693. https://doi.org/10.25082/AMLER.2023.01.017
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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