Open learning

Topic 2 was supposed to be easier than 1 as we were supposed to have established ground rules and all set to collaborate and learn, but to be really open about it, I was all at sea.

As a group we showed a lot of maturity and
acknowledged the fact that the other group presentations were spectacular.
Although we had concentrated on the subject, it was time to explore other
avenues to present our work.

Having gotten that out of the way, we turned to
tackling the topic at hand.

It helped immensely that our lead Marie was
really enthusiastic and the facilitators were encouraging.

Personally I found it ironic that we were
trying to learn something new about open learning and yet we were struggling to
come to terms with online meetings and the purported lack of connection between
participants.

I learnt a lot about MOOCs and open education practices and views and inhibitions about the same. It was surprising to learn that years after MOOCs were first introduced the completion rates were alarming and the inhibitions were stupendous. It was heartening to learn that most learners show a number of common intrinsic motivations, such as the desire to gain knowledge, convenience, work, and/or personal interest.

A lot of us concurred that Open learning is learning for all and information available for all and for an unlimited time. In an age where Universities get commodified and teaching becomes a trade, Open learning may be a chance to dwell beyond the boundaries of the classroom and the universities to share information and knowledge on a massive scale.

However, in the end it all boils down to how much are the students willing to learn.

As Shapiro et al state, “ the authentic voice
of the learner is extremely important in educational research”. Thus an
analysis into learner sentiments is essential. 

While I feel that MOOCs have a lot of potential, I agree with Susan White that it takes an exceptionally motivated student to take full advantage of this type of course but for the average students MOOCs should be used to supplement rather than replace “live” classrooms.

References

Shapiro,
H.B., Lee, C.H., Wyman Roth, N.E., Li, K., Çetinkaya-Rundel, M. & Canelas,
D.A. 2017, “Understanding the massive open online course (MOOC) student
experience: An examination of attitudes, motivations, and barriers”,
*Computers & Education*, vol. 110, pp. 35-50

White, S.
(2013). Reflections on MOOCs after taking three courses: Strengths and
weaknesses. Biochemistry and Molecular Biology Education, 41(4), 280–281.
https://doi.org/10.1002/bmb.20703