Abstract
A critical review on MOOCs is provided in this paper. A discussion on the different types of MOOCs and the design of a MOOC learning experience in South America forms the basis of this paper. The MOOC presented utilized cloud-based tools for deployment of the learning activities. Findings on usability, emotional and motivation aspects from 143 participants who had completed the MOOC course are discussed in this paper. Restrictions to pre-selected cloud-based tools and communication channels as well as guidance provided to the participants revealed positive learners’ attitudes on usability, emotional and motivation aspects.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Chang V, Gütl C (2010) Generation Y learning in the 21st century: integration of virtual worlds and cloud computing services. In: Abas Z et al (eds) Proceedings of global learn Asia Pacific 2010. AACE, Penang, pp 1888–1897
Downes S (2005) E-learning 2.0. eLearning Magazine, October http://elearnmag.acm.org/featured.cfm?aid=1104968. Accessed 26 Feb 2013
Hernandez R, Linares BH, Mikroyannidis A, Schmitz H (2012) Cloud services within a ROLE-enabled personal learning environment. In: Proceedings of the 1st international workshop on cloud education environments (WCLOUD 2012), vol 945. CEUR Workshop Proceedings ISSN 1613-0073
Fini A (2009) The technological dimension of a massive open online course: the case of the CCK08 course tools. Int Rev Res Open and Distance Learn. Special Issue—Openness and the Future of Higher Educ 10(5). http://www.irrodl.org/index.php/irrodl/article/view/643/1402. Accessed 22 Feb 2013
Gütl C, Chang V (2008) Ecosystem-based theoretical models for learning in environments of the 21st century. Int J Emerg Technol Learn (iJET) 3: 50–60
McAuley A, Stewart B, Siemens G, Cormier D (2010) The MOOC model for digital practice. Last edited 2010. http://www.elearnspace.org/Articles/MOOC_Final.pdf. Accessed 22 Feb 2013
Rodriguez O (2013) The concept of openness behind c and x-MOOCs (Massive Open Online Courses). Open Praxis 5(1):67–73
Pisutova K (2012) Open education. In: Proceedings of the 10th IEEE international conference on emerging elearning technologies and applications (ICETA), Stará Lesná, Slovakia, pp 297–300
Wiley D (2009) Open teaching multiplies the benefit but not the effort, The Chronicle. http://chronicle.com/blogs/wiredcampus/david-wiley-open-teaching-multiplies-the-benefit-but-not-the-effort/7271. Accessed 10 Mar 2013
Couros A. (2010). Developing personal learning networks for open and social learning. Emerging Technologies in Distance Education, pp 109–128. http://www.aupress.ca/books/120177/ebook/06_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf. Accessed 26 March 2013
Siemens G (2012) MOOCs are really a platform. Elearnspace, last edited 25 July 2012. http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/. Accessed 15 Feb 2013
Daniel J (2012) Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. J Interact Media Educ 18:1–32 http://jime.open.ac.uk/2012/18. Accessed 26 Feb 2013
Hernandez R, Pardo A. Delgado C. (2007). Creating and deploying effective eLearning experiences using LRN. IEEE Trans Educ 50(4):345–351
Mackness J, Mak SFJ, Williams R (2010) The ideals and reality of participating in a MOOC. In: Proceedings of the 7th international conference on networked learning, pp 266–274
Vardi MY (2012) Will MOOCs destroy academia? Commun ACM 55(11):5. doi: 10.1145/2366316.2366317 http://doi.acm.org/10.1145/2366316.2366317
Lane LM (2012) Three kinds of MOOCs. Lisa’s (Online) Teaching Blog, last edited August 15th, 2012. http://lisahistory.net/wordpress/2012/08/three-kinds-of-moocs/comment-page-1/. Accessed 14 Feb 2013
deWaard I, Abajian S, Gallagher MS, Hogue R, Keskin N, Koutropoulos A, Rodriguez OC (2011) Using mLearning and MOOCs to understand chaos, emergence, and complexity in education. Int Rev Res Open Distance Learn 12(7). http://www.irrodl.org/index.php/irrodl/article/view/1046. Accessed 26 Feb 2013
Chamberlin L, Parish T (2011) MOOCs: Massive open online courses or massive and often obtuse courses? eLearn 2011, 8. doi: 10.1145/2016016.2016017 http://doi.acm.org/10.1145/2016016.2016017
Gonick L (2013) The year ahead in IT. Inside Higher Ed. http://www.insidehighered.com/views/2013/01/03/predictions-about-higher-ed-technology-2013-essay. Accessed 22 Feb 2013
Hyman P (2012) In the year of disruptive education. Commun ACM 55(12):20–22
Martin FG (2012) Will massive open online courses change how we teach? Commun ACM 55(8):26–28
Hernandez R, Gütl C, Amado H, Al-Smadi M (2012) Facebook for CSCL, Latin-American experience for professors. In: Proceedings of the 12th IEEE international conference on advanced learning technologies iCalt2012, pp 327–328 doi: 10.1109/ICALT.2012.129 ISBN: 978-1-4673-1642-2
Kay RH, Loverock S (2008) Assessing emotions related to learning new software: the computer emotion scale. Comput Hum Behav 24:1605–1623
Tseng SC, Tsai CC (2010) Taiwan college students’ self-efficacy and motivation of learning in online peer-assessment environments. Internet and Higher Educ 13:164–169
Brooke, J. (1996). SUS: A ‘quick and dirty’ usability scale. Usability Evaluation in Industry. London: Taylor & Francis
Acknowledgments
This paper is part of research collaboration resulting from visiting academic activities of Professor Christian Gütl at the School of Information Systems. The visits were supported and sponsored by School of Information Systems and Curtin Business School, Curtin University, and Institute for Information Systems and Computer Media (IICM) at Graz University of Technology.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this paper
Cite this paper
Rizzardini, R.H., Gütl, C., Chang, V., Morales, M. (2014). MOOC in Latin America: Implementation and Lessons Learned. In: Uden, L., Tao, YH., Yang, HC., Ting, IH. (eds) The 2nd International Workshop on Learning Technology for Education in Cloud. Springer Proceedings in Complexity. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7308-0_16
Download citation
DOI: https://doi.org/10.1007/978-94-007-7308-0_16
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-7307-3
Online ISBN: 978-94-007-7308-0
eBook Packages: Physics and AstronomyPhysics and Astronomy (R0)