The educational use of Internet pursues pedagogically relevant answers to enable the building (and improve) a sociocultural learning environment.
These teaching environments: face-to-face, hybrid or fully online need to answer the fundamental question: whom do I want to learn?
The educational use of Internet is not just about the integration of tools and web resources to the teaching-learning process in order to enhance learning. Internet main contribution is to incorporate means, resources, languages and social interaction dynamics that enrich the relationship between students and instructors.
It is clear that the internet is more present outside than inside the classroom. Internet for education aims to “synchronize” the classroom with the reality existing outside the classroom. This process not only involves the insertion of technological solutions, but in the development of an autonomous, constructivist, critical, and collaborative learning environment.
What about the MOOCs?
George Siemens makes an interesting reflection on MOOCs focused on two factors:
- The learning potential for society (globally)
- The learning theory and pedagogical models that influence different types of MOOCs.
Although George Siemens considers the latter as a secondary factor, it seems to me important to analyze regarding the MOOC Completion Rates.
The ratio of high initial interest registered participants and the high level of abandonment is related, among other factors, to:
- The effect of initial attraction produced by curiosity
- No evaluation of prior knowledge requirements
It is likely that the high registration of participants attracted by curiosity diminish over time and MOOCs attract really interested participants. On the other hand, curiosity has been for me a very important factor to learn (and to review) about MOOCs, although I have completed a few courses.
The requirements that currently use most MOOCs are simple test with a low level of evaluation. These assessment systems is still in its early stages of development, and include assessment methods such as Peer Review, Calibrated Peer Review or Automated Essay Scoring. These systems are currently being studied in depth by MIT Edx (Massachusetts Institute of Technology). Read Stephen P. Balfour, ASSESSING WRITING IN MOOCS