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RISS 인기검색어
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- 저자 : ( Katsusuke Shigeta ) (검색결과 2 건)
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The Impact of MOOC on Higher Education
( Katsusuke Shigeta ) 한국교육공학회 2014 한국교육공학회 학술대회발표자료집 Vol.2014 No.2
This paper evaluates the status of the Open Education movement and its dissemination in higher education. Elite universities have partnered with MOOC providers or consortiums to open their courses to the public through the Internet. This paper reviews the growth of MOOC movement, activities of MOOC providers and consortiums, introduction MOOC to university education as well as the possible impact on higher education.
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Critical Issues for Success in Open, Smart, and Social Learning Environments
( Insook Lee ),( Eunbae Lee ),( Katsusuke Shigeta ),( Cheolil Lim ),( Lucy Green ) 한국교육공학회 2016 한국교육공학회 학술대회발표자료집 Vol.2016 No.1
With the rapid development of information technologies and the spread of the Internet in daily life within the society, diverse ways of e-learning have been explosively growing, including social learning, flipped learning, MOOCs, Smart Learning, and etc. Recently, universities have been able to extend their learning environments using technology all over their campuses. In the current and emerging learning environments where learners willingly choose to enroll but scarcely complete (e.g., MOOCs), sustaining active self-regulation is vital (e.g., in flipped classrooms, autonomy support is rarely considered in design). Four of the panelists will discuss critical issues for success in recently expanding future-oriented technology-based educational phenomena, as follows: Various forms of e-learning have been introduced and are continuously expanding to overcome the limitations of traditional classroom education. Recently, however, due to lack of interaction between learner and instructors, ``disconnection`` has been rather frequently discussed (Hawkins, Barbour, & Graham, 2012; Song et al., 2004). Social Learning may increase the possibility of ``high touch`` in education. The more learning process becomes dynamic and complicated during social learning in the SNS environment, the more the influence of learners`` emotional experiences become prominent. Learners`` experienced emotion during the e-learning process functions as the psychological foundation for changes in cognition, attitude, and behaviors; and could present the direction of learners`` behaviors (Lee, 2015; Kang et al., 2011; Kang & Ku, 2007; Lee, 2012; Cacippo & Gardner, 1999; Hou1 & Cheng, 2012; Kim & Hodges, 2012; Nummenmaa & Nummenmaa, 2008; Rowe, 2006; Vuorela & Nummenmaa, 2004; Zembylas, 2008). Autonomy is a basic human need. According to Deci and Ryan (2000), individuals have innate needs to perceive that they are in control of their decisions and actions and that their interest and needs are respected. Autonomy fosters affective benefits, such as engagement, satisfaction, and happiness. This notion expands to educational settings as perceived autonomy has shown to enhance students`` concentration, engagement, self-regulation, time-management, and performance (Deci & Ryan, 2000; Reeve et al., 2002; Jang, Reeve, & Deci, 2010; Sierens et al., 2009; Reeve et al., 2004; van Loon et al., 2012). Research has shown that students develop more emotional connections with teachers who support their autonomy (Reeve, 2006). Widespread adoption of MOOCs with utilization of OER has put a great emphasis on the notion of sharing. For the learners`` perspective, however, sharing of knowledge and experiences may be a very effective way for learning if and only if they are engaged, and actively taken part in the learning process. The term ``engage`` here is critical to the success in MOOCs, Smart Learning Environment, and Social Learning Environment. With the rapid development of information technologies and the spread of the Internet, universities have been able to extend their learning environments using technology all over their campuses. Numerous universities have developed Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) for promoting open education movement, and some institutions utilize them to improve campus education (Coursera, 2013). Those universities have introduced MOOCs as "digital textbooks" with flipped classroom approach. Ghadiri et al. (2013) survey revealed that it improves the retention rate of students completing the course. To share the benefits of online learning and reduced costs, collaboration among institutions is invaluable. A consortium of institutions should be formed to collectively promote institutional and open strategies for this educational reform. Funds from governments or philanthropic foundation could propel this innovation. In order to solve educational challenges related to increasing student outcomes, use and ongoing improvement of OER and MOOCs would be of direct benefit to their faculty and students. To begin with, the panelists will discuss the role of emotional support and perceived autonomy; and how to support learner autonomy and engagement beyond sharing, and enhance their positive emotions in the open, smart, and social learning environments. Following those topics, the roles of open education in higher education and introduce advanced practices will be discussed.
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