The Motives and Challenges of developing and delivering MOOCs courses
Abstract This paper described the experience of developing a MOOC at An Najah National University and how it was transferred into a SPOC from the perspective of its team developers. Learners' responses and participation had been analyzed in order to understand its content. The data collected described the motivation for developing the MOOC and then using it as a SPOC, in addition to presenting the challenges that face its development and implementation. The development of the MOOC Genetic and Society at An Najah National University went through different stages starting from offering the course to students face to face and then developing the course online and then preparing it as a MOOC, finally using it as a SPOC to student university. The findings showed the main motives for developing the MOOC such as the well to increase the online Arabic content in this area. The main challenge that faced the course designers was the lack of technical support. The paper recommends developing more MOOCs in different languages in the medical field.
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Affouneh, S., Wimpenny, K., Ghodieh, A. R. F., Alsaud, L. A., & Obaid, A. A. (2018). Reflection on MOOC Design in Palestine. The International Review of Research in Open and Distributed Learning, 19(2). https://doi.org/10.19173/irrodl.v19i2.3469
Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado Kloos, C., Parada G., H. A., & Muñoz-Organero, M. (2014). Delving into participants’ profiles and use of social tools inMOOCs. IEEE Transactions on Learning Technologies, 3, 260–266. https://doi.org/10.1109/tlt.2014.2311807
Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
Beltrán Hernández de Galindo, M. J., & Ramírez-Montoya, M. S. (2019). Innovation in the Instructional Design of Open Mass Courses (MOOCs) to Develop Entrepreneurship Competencies in Energy Sustainability. Education in the Knowledge Society, 20, 5. https://doi.org/10.14201/eks2019_20_a5
Carvalho Júnior, G. L., Cebrián Robles, D. C., Cebrián de la Serna, M., & Raposo Rivas, M. (2019). Comparative Study SPOC vs. MOOC for Socio-Technical Contents from Usability and User Satisfaction. Turkish Online Journal of Distance Education, 20(2), 4–20. https://doi.org/10.17718/tojde.557726
Cheng, H. (2018). The application research of SPOC mode in mobile terminal application development course teaching. In International Conference on E-Learning, E-Education, and Online Training (pp. 227–231). Springer, Cham. https://doi.org/10.1007/978-3-319-93719-9_30
Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), 120–123.
Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers & Education, 129, 48–60. https://doi.org/10.1016/j.compedu.2018.10.019
Ferguson, R., & Sharples, M. (2014). Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs. In C. Rensing, S. de Freitas, T. Ley, & P. J. Muñoz-Merino (Eds.), Open Learning and Teaching in Educational Communities (pp. 98–111). Springer International Publishing. https://doi.org/10.1007/978-3-319-11200-8_8
Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Sein-Echaluce Lacleta, M. L. (2013). A methodology proposal for developing adaptive cMOOC. In F. J. García-Peñalvo (Ed.), Proceedings of the First International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13) (pp. 553–558). New York, NY, USA: ACM. https://doi.org/10.1145/2536536.2536621
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: Lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education (ETHE), 13, 24. https://doi.org/10.1186/s41239-016-0024-z
Filius, R. M., de Kleijn, R. A., Uijl, S. G., Prins, F. J., van Rijen, H. V., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers & Education, 125, 86–100. https://doi.org/10.1016/j.compedu.2018.06.004
García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018–1030. https://doi.org/10.1016/j.tele.2017.09.012
Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling and User-Adapted Interaction, 28(2), 127–203. https://doi.org/10.1007/s11257-018-9203-z
Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education, 38(3), 353–368. https://doi.org/10.1080/01587919.2017.1369006
Hollands, F. M., & Tirthali, D. (2014a). MOOCs: Expectations and reality. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, 138.
Hollands, F. M., & Tirthali, D. (2014b). Why Do Institutions Offer MOOCs?. Online Learning, 18(3), https://doi.org/10.24059/olj.v18i3.464
Jansen, D., & Goes-Daniels, M. (2016). Comparing Institutional MOOC strategies. Status report based on a mapping survey conducted in October–December 2015. European Association of Distance Teaching Universities (AEDTU). https://bit.ly/3jCL3EJ
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1), 133–160. https://doi.org/10.19173/irrodl.v15i1.1651
Khalil, M., & Ebner, M. (2018). Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study. In D. Ifenthaler (Ed.) Digital Workplace Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-46215-8_12
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. 4th Ed. Sage publications.
Larionova, V., Brown, K., Bystrova, T., & Sinitsyn, E. (2018). Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC. Research in comparative and international education, 13(1), 70–91. https://doi.org/10.1177/1745499918763420
Lee, Y. (2018). Using Self-Organizing Map and Clustering to Investigate Problem-Solving Patterns in the Massive Open Online Course: An Exploratory Study. Journal of Educational Computing Research, 57(2), 471–490. https://doi.org/10.1177/0735633117753364
Li, Y., & Zhang, Y. (2018). MOOC Guider: An End-to-End Dialogue System for MOOC Users. In L. Hou U, & H. Xie (Eds.), Web and Big Data. APWeb-WAIM 2018 International Workshops: MWDA, BAH, KGMA, DMMOOC, DS, Macau, China, July 23–25, 2018, Revised Selected Papers. Springer, Cham. https://doi.org/10.1007/978-3-030-01298-4_23
Liu, S., Peng, X., Cheng, H. N. H., Liu, Z., Sun, J., & Yang, C. (2019). Unfolding Sentimental and Behavioral Tendencies of Learners’ Concerned Topics from Course Reviews in a MOOC. Journal of Educational Computing Research, 57(3), 670–696. https://doi.org/10.1177/0735633118757181
Liyanagunawardena, T. R., & Williams, S. A. (2014). Massive open online courses on health and medicine. Journal of medical Internet research, 16(8), e191. https://doi.org/10.2196/jmir.3439
Mahajan, R., Gupta, P., & Singh, T. (2019). Massive Open Online Courses: Concept and Implications. Indian pediatrics, 56(6), 489–495. https://doi.org/10.1007/s13312-019-1575-6
Marshall, C., & Rossman, G. B. (2011). Managing, analyzing, and interpreting data. Designing Qualitative Research, 5, 205–227.
McDonald, P., & Ahern, T. (2015). Exploring the Instructional Value and Worth of a MOOC. Journal of Educational Computing Research, 52(4), 496–513. https://doi.org/10.1177/0735633115571927
Minichiello, V., Aroni, R., & Minichiello, V. (1990). In-depth interviewing: Researching people. Longman Cheshire.
Petersen, A. K., & Gundersen, P. (2019). Challenges in Designing Personalized Learning Paths in SPOCs. Designs for Learning, 11(1), 72–79. https://doi.org/10.16993/dfl.112
Pickard, L., Shah, D., & De Simone, J. J. (2018). Mapping micro credentials across MOOC platforms. In 2018 Learning with MOOCS (LWMOOCS) (pp. 17–21). IEEE. https://doi.org/10.1109/lwmoocs.2018.8534617
Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches (3rd Ed.). Sage.
Reason, P., & Bradbury, H. (2008), Handbook of Action Research (2nd Ed.). Sage
Sari, A., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21, 143–166. https://doi.org/10.1007/s12564-019-09618-9
Siemens, G. (2013). Massive open online courses: Innovation in education. Open Educational Resources: Innovation, Research and Practice, 5, 5–15.
Sullivan, R., Fulcher-Rood, K., Kruger, J., Sipley, G., & van Putten, C. (2019). Emerging Technologies for Lifelong Learning and Success: A MOOC for Everyone. Journal of Educational Technology Systems, 47(3), 318–336. https://doi.org/10.1177/0047239518821065
Wang, X. H., Wang, J. P., Wen, F. J., Wang, J., & Tao, J. Q. (2016). Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University. Journal of Education and Practice, 7(10), 99–104.
Zhu, M., Bonk, C. J., & Sari, A. (2017, October). Instructor experiences in designing and delivering interactive MOOCs in higher education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 509–515). Association for the Advancement of Computing in Education (AACE).?
Alario-Hoyos, C., Pérez-Sanagustín, M., Delgado Kloos, C., Parada G., H. A., & Muñoz-Organero, M. (2014). Delving into participants’ profiles and use of social tools inMOOCs. IEEE Transactions on Learning Technologies, 3, 260–266. https://doi.org/10.1109/tlt.2014.2311807
Allen, I. E., & Seaman, J. (2016). Online Report Card: Tracking Online Education in the United States. Babson Survey Research Group. Babson College, 231 Forest Street, Babson Park, MA 02457.
Beltrán Hernández de Galindo, M. J., & Ramírez-Montoya, M. S. (2019). Innovation in the Instructional Design of Open Mass Courses (MOOCs) to Develop Entrepreneurship Competencies in Energy Sustainability. Education in the Knowledge Society, 20, 5. https://doi.org/10.14201/eks2019_20_a5
Carvalho Júnior, G. L., Cebrián Robles, D. C., Cebrián de la Serna, M., & Raposo Rivas, M. (2019). Comparative Study SPOC vs. MOOC for Socio-Technical Contents from Usability and User Satisfaction. Turkish Online Journal of Distance Education, 20(2), 4–20. https://doi.org/10.17718/tojde.557726
Cheng, H. (2018). The application research of SPOC mode in mobile terminal application development course teaching. In International Conference on E-Learning, E-Education, and Online Training (pp. 227–231). Springer, Cham. https://doi.org/10.1007/978-3-319-93719-9_30
Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The psychologist, 26(2), 120–123.
Deng, R., Benckendorff, P., & Gannaway, D. (2019). Progress and new directions for teaching and learning in MOOCs. Computers & Education, 129, 48–60. https://doi.org/10.1016/j.compedu.2018.10.019
Ferguson, R., & Sharples, M. (2014). Innovative Pedagogy at Massive Scale: Teaching and Learning in MOOCs. In C. Rensing, S. de Freitas, T. Ley, & P. J. Muñoz-Merino (Eds.), Open Learning and Teaching in Educational Communities (pp. 98–111). Springer International Publishing. https://doi.org/10.1007/978-3-319-11200-8_8
Fidalgo-Blanco, Á., García-Peñalvo, F. J., & Sein-Echaluce Lacleta, M. L. (2013). A methodology proposal for developing adaptive cMOOC. In F. J. García-Peñalvo (Ed.), Proceedings of the First International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13) (pp. 553–558). New York, NY, USA: ACM. https://doi.org/10.1145/2536536.2536621
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: Lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education (ETHE), 13, 24. https://doi.org/10.1186/s41239-016-0024-z
Filius, R. M., de Kleijn, R. A., Uijl, S. G., Prins, F. J., van Rijen, H. V., & Grobbee, D. E. (2018). Strengthening dialogic peer feedback aiming for deep learning in SPOCs. Computers & Education, 125, 86–100. https://doi.org/10.1016/j.compedu.2018.06.004
García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018–1030. https://doi.org/10.1016/j.tele.2017.09.012
Gardner, J., & Brooks, C. (2018). Student success prediction in MOOCs. User Modeling and User-Adapted Interaction, 28(2), 127–203. https://doi.org/10.1007/s11257-018-9203-z
Henderikx, M. A., Kreijns, K., & Kalz, M. (2017). Refining success and dropout in massive open online courses based on the intention–behavior gap. Distance Education, 38(3), 353–368. https://doi.org/10.1080/01587919.2017.1369006
Hollands, F. M., & Tirthali, D. (2014a). MOOCs: Expectations and reality. Center for Benefit-Cost Studies of Education, Teachers College, Columbia University, 138.
Hollands, F. M., & Tirthali, D. (2014b). Why Do Institutions Offer MOOCs?. Online Learning, 18(3), https://doi.org/10.24059/olj.v18i3.464
Jansen, D., & Goes-Daniels, M. (2016). Comparing Institutional MOOC strategies. Status report based on a mapping survey conducted in October–December 2015. European Association of Distance Teaching Universities (AEDTU). https://bit.ly/3jCL3EJ
Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1), 133–160. https://doi.org/10.19173/irrodl.v15i1.1651
Khalil, M., & Ebner, M. (2018). Can Learning Analytics Find Success in Didactical Measurements? Results from a MOOC Case Study. In D. Ifenthaler (Ed.) Digital Workplace Learning. Springer, Cham. https://doi.org/10.1007/978-3-319-46215-8_12
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. 4th Ed. Sage publications.
Larionova, V., Brown, K., Bystrova, T., & Sinitsyn, E. (2018). Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC. Research in comparative and international education, 13(1), 70–91. https://doi.org/10.1177/1745499918763420
Lee, Y. (2018). Using Self-Organizing Map and Clustering to Investigate Problem-Solving Patterns in the Massive Open Online Course: An Exploratory Study. Journal of Educational Computing Research, 57(2), 471–490. https://doi.org/10.1177/0735633117753364
Li, Y., & Zhang, Y. (2018). MOOC Guider: An End-to-End Dialogue System for MOOC Users. In L. Hou U, & H. Xie (Eds.), Web and Big Data. APWeb-WAIM 2018 International Workshops: MWDA, BAH, KGMA, DMMOOC, DS, Macau, China, July 23–25, 2018, Revised Selected Papers. Springer, Cham. https://doi.org/10.1007/978-3-030-01298-4_23
Liu, S., Peng, X., Cheng, H. N. H., Liu, Z., Sun, J., & Yang, C. (2019). Unfolding Sentimental and Behavioral Tendencies of Learners’ Concerned Topics from Course Reviews in a MOOC. Journal of Educational Computing Research, 57(3), 670–696. https://doi.org/10.1177/0735633118757181
Liyanagunawardena, T. R., & Williams, S. A. (2014). Massive open online courses on health and medicine. Journal of medical Internet research, 16(8), e191. https://doi.org/10.2196/jmir.3439
Mahajan, R., Gupta, P., & Singh, T. (2019). Massive Open Online Courses: Concept and Implications. Indian pediatrics, 56(6), 489–495. https://doi.org/10.1007/s13312-019-1575-6
Marshall, C., & Rossman, G. B. (2011). Managing, analyzing, and interpreting data. Designing Qualitative Research, 5, 205–227.
McDonald, P., & Ahern, T. (2015). Exploring the Instructional Value and Worth of a MOOC. Journal of Educational Computing Research, 52(4), 496–513. https://doi.org/10.1177/0735633115571927
Minichiello, V., Aroni, R., & Minichiello, V. (1990). In-depth interviewing: Researching people. Longman Cheshire.
Petersen, A. K., & Gundersen, P. (2019). Challenges in Designing Personalized Learning Paths in SPOCs. Designs for Learning, 11(1), 72–79. https://doi.org/10.16993/dfl.112
Pickard, L., Shah, D., & De Simone, J. J. (2018). Mapping micro credentials across MOOC platforms. In 2018 Learning with MOOCS (LWMOOCS) (pp. 17–21). IEEE. https://doi.org/10.1109/lwmoocs.2018.8534617
Punch, K. F. (2013). Introduction to social research: Quantitative and qualitative approaches (3rd Ed.). Sage.
Reason, P., & Bradbury, H. (2008), Handbook of Action Research (2nd Ed.). Sage
Sari, A., Bonk, C. J., & Zhu, M. (2020). MOOC instructor designs and challenges: what can be learned from existing MOOCs in Indonesia and Malaysia? Asia Pacific Education Review, 21, 143–166. https://doi.org/10.1007/s12564-019-09618-9
Siemens, G. (2013). Massive open online courses: Innovation in education. Open Educational Resources: Innovation, Research and Practice, 5, 5–15.
Sullivan, R., Fulcher-Rood, K., Kruger, J., Sipley, G., & van Putten, C. (2019). Emerging Technologies for Lifelong Learning and Success: A MOOC for Everyone. Journal of Educational Technology Systems, 47(3), 318–336. https://doi.org/10.1177/0047239518821065
Wang, X. H., Wang, J. P., Wen, F. J., Wang, J., & Tao, J. Q. (2016). Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University. Journal of Education and Practice, 7(10), 99–104.
Zhu, M., Bonk, C. J., & Sari, A. (2017, October). Instructor experiences in designing and delivering interactive MOOCs in higher education. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 509–515). Association for the Advancement of Computing in Education (AACE).?
Khlaif, Z. N., Ghanim, M., Abu Obaid, A., Salha, S., & Affouneh, S. (2021). The Motives and Challenges of developing and delivering MOOCs courses. Education in The Knowledge Society, 22, e23904. https://doi.org/10.14201/eks.23904
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