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MOOCs, which stands for “massive open online courses,” are a kind of distance learning that gives students from all over the world the opportunity to have access to education and training of a high standard even when they are not physically present in a classroom setting. They have the ability to challenge the paradigms that are currently used in education, therefore changing the roles that students, instructors, and institutions play in the process. They provide a technique of presenting educational content to a large number of learners that is both efficient and economical; they may be expanded to accommodate a large number of students, and they may be of assistance to teachers in the process of expanding their knowledge and abilities. In addition, massive open online courses (MOOCs) might assist institutions in expanding their student bodies and their global footprint. In this chapter, we will discuss the origins and development of massive open online courses (MOOCs), as well as the primary MOOC platforms, emerging MOOC trends, potential pitfalls, the future of MOOCs, and the integration of artificial intelligence (AI) into MOOCs.
*Address all correspondence to: dr.mutawa@ku.edu.kw
1. Introduction
Massive Open Online Courses (MOOCs) are a kind of distance learning in which students from all over the globe may attend online courses from authorized universities and other educational organizations. MOOCs were started in 2008 and have since grown in popularity. MOOCs enable students to access high-quality education and training without physically attending a classroom. They are accessible to anybody with an internet connection, allowing students to study without regard for geography or cost.
MOOCs have transformed the way we learn and access information. These courses, provided by major colleges and educational institutions, have provided learners all over the globe with many educational options. Consequently, MOOCs can potentially disrupt established education paradigms while transforming the roles of students, teachers, and institutions.
MOOCs provide a cost-effective method for delivering high-quality educational information to many students. MOOCs may be scaled up to accommodate vast numbers of learners without requiring a considerable increase in teachers since they do not need physical classrooms. One of the primary advantages of MOOCs is their scalability since students may access course content from anywhere in the globe and at any time. Furthermore, MOOCs enable learners to get information from experts and professionals worldwide, delivering a more holistic learning experience.
However, educators were concerned about the scalability of MOOCs, fearing that they might replace or disrupt the conventional paradigm of learning in a classroom environment. Fortunately, this concern has proved unjustified since MOOCs may be utilized to supplement and strengthen classroom learning. MOOCs may assist teachers in providing a more engaging learning experience for their students while also enabling them to concentrate on the more interactive components of teaching.
Furthermore, using MOOCs may aid in transforming faculty members’ roles in higher education. MOOCs can make faculty members more effective by providing access to the most up-to-date educational material and technology. Furthermore, MOOCs may assist faculty members in developing their skills and expertise, enabling them to become more confident and engaging lecturers. MOOCs may also aid in transforming institutions’ roles in higher education. MOOCs may assist universities to attract more students and create a worldwide presence by giving access to high-quality educational material and technology. Furthermore, MOOCs may help universities stay competitive by giving students access to cutting-edge instructional material and resources.
MOOCs have the ability to transform the way we access and learn. MOOCs may assist in altering the roles of students, faculty members, and institutions by providing learners with access to high-quality educational information from anywhere globally. As the usage of MOOCs grows, probably, the influence of these courses on higher education will only rise in the coming years.
In this chapter, we will look at the history and evolution of MOOCs, the leading MOOC platforms, developing MOOC trends, especially in light of the COVID-19 epidemic, drawbacks and the future of MOOCs, and the use of artificial intelligence (AI) in MOOCs.
The notion of MOOCs began in 2008, with the introduction of an online course named “The Introduction to Artificial Intelligence” by Stanford University. This course was meant to be free and available to anybody with an internet connection. The course was a significant success, enrolling over 160,000 students from 190 countries. This sparked a surge of interest in the notion of MOOCs, and other colleges quickly started to offer their courses [1].
MOOCs have grown in popularity since then [2], with more colleges providing them and more students taking advantage of them. According to the Open Education Database [3], there are presently over 16,500 MOOCs accessible from over 950 institutions worldwide, providing over 20,000 courses. The bulk of these courses is available via a few large MOOC sites, such as Coursera, edX, and Udacity. Figure 1 displays the pace of increase in course offerings during the last decade [4].
Figure 1.
Number of courses offered by MOOCs [4].
The advantages of MOOCs in augmenting traditional learning methods are numerous. For one thing, they offer access to quality education for those who lack financial resources or geographic access to a physical campus. This can include students in rural areas or from disadvantaged backgrounds who may not otherwise have the opportunity to receive an education of the same quality as their urban counterparts.
Another benefit is that MOOCs are sometimes free or inexpensive compared to conventional college courses. This makes it easier for students to enroll in non-required courses at a cheap price and with greater flexibility than traditional courses provide. MOOCs enable students to learn at their speed and acquire skills without physically attending class if they want not to. This gives individuals greater choice over how they go through course material and makes it easier for them to accommodate other obligations, such as employment or family, than attending classes on campus would.
After a decade, it is evident that despite initial concerns that MOOCs would replace more traditional forms of education, these concerns have been substantially allayed by evidence indicating that these online courses supplement rather than replace existing methods of teaching and learning. While some educational institutions may still be hesitant to use this new technology, it is evident that for many others, it has become a vital asset for providing quality education at an accessible cost and on terms tailored to the needs of each student.
There has been a lot of work done on MOOCs in the literature in the last three years, Deng et al. [5] evaluate recent literature on MOOCs to identify critical learning and teaching characteristics from the learners’ and instructors’ perspectives. Using Biggs’ 3P model as an organizing principle, they evaluate the evidence for the correlations between these variables.
Another recent publication was by Badali et al. [6]. The objective of this research was to discover motivational elements and theories that influence participant retention in MOOCs and to explain how motivation facilitates MOOC completion. Six primary motivational elements, split into need-based and interest-based categories, were discovered, with academic motivations playing the largest impact on retention. Self-determination theory was the most influential motivating theory for participants.
Were Julia et al. [7] analyzed 50 MOOCs to determine scalable best practices for giving formative feedback and interactivity to large numbers of students. Several formats, such as quizzes, peer feedback, and simulations, can be employed to give scalable feedback and interactivity, as revealed by the analysis. During knowledge transmission activities, the majority of MOOCs permit student-content interaction. The study identifies potential best practices for educational scalability in online education and indicates the need for more complex interactions and feedback in MOOCs to increase their quality.
Other researchers concentrated on the learner perspective [8]. This study created and validated a MOOC learner engagement scale (MES) with four components (behavioral, cognitive, emotional, and social). The scale was created via a modified procedure that included focus groups, surveys, expert reviews, item purification, and construct validation research. The MES can be used to evaluate engagement patterns and examine the relationship between student engagement and other crucial MOOC teaching and learning aspects.
Our methodology of selecting Massive Open Online Courses (MOOCs) platforms in this study is based on some published benchmarks. The MOOC must be part of a consortium of respected accredited educational institutions and have over one million registered users with no less than five thousand online courses available on the platform. MOOCs will be evaluated based on their posted statistics and feedback from student surveys. The chapter will focus on the most popular MOOCs, and it will analyze how they stand during the pendpandemice drawbacks and weaknesses, and identify opportunities for improvement. Additionally, this chapter will explore the potential of using artificial intelligence (AI) tools in modern and future MOOCs to increase access to education and reduce educational costs.
Coursera [9] is the most prominent MOOC platform, with over 3200 courses from 275 universities. The platform website claims it has over 113 million registered members from over 190 countries. Coursera specializes in giving lessons in a wide range of subjects, including business, computer science, data science, and others.
EdX [10] is the second biggest MOOC portal, with over 2000 courses from 140 schools. edX has approximately 50 million registered users from over 190 countries, according to the company’s website. EdX specializes in giving lessons in a wide range of subjects, including the humanities, sciences, and engineering.
Udacity [11] is the third biggest MOOC platform, with over 1400 courses from over 100 universities now available. The company’s website claims it has over 16.9 million registered members from over 240 countries. Udacity offers courses in several subjects, including programming, data science, artificial intelligence, and others. The growth rates of these three platforms are shown in Table 1 from 2016 to 2021.
Year
Coursera Students (Million)
edX Students (Million)
Udacity Students (Million)
2016
23
10
4
2017
30
14
8
2018
37
18
10
2019
45
24
11.5
2020
76
35
14.5
2021
97
42
16.95
Table 1.
The total number of enrolled students (million) in the three major MOOCs from the year 2016 to 2021.
Aside from these large platforms, several smaller MOOC platforms provide courses in specific disciplines. For example, Khan Academy [12] provides courses in mathematics and physics, while Future Learn [13] focuses on courses in the humanities and social sciences, and there are other localized MOOCs in other areas, see for example our published article entitled “It is time to MOOC and SPOC in the Gulf region” [14].
4.1 Growth of MOOCs
Overall, the MOOCs environment is evolving, and it is getting more popular as more colleges offer courses and more students take advantage of them. The number of MOOCs offered has more than quadrupled since 2015, according to the Open Education Database statistics, and the number of registered users is expected to exceed 1 billion in the next four to five years. As indicated in Table 2, this trend will likely continue in the coming years as MOOCs grow more popular and more colleges and students use them.
Year
Students (Million)
Courses (Thousands)
Universities
2021
220
19.4
950
2020
180
16.3
950
2019
120
13.5
900
2018
101
11.4
900
2017
81
9.4
800
2016
58
6.85
700
Table 2.
Total number of students, number of offered courses, and number of institutions involved in MOOC education.
Figure 2 depicts the increased rate of the number of MOOC courses provided. However, compared to the growth rate of students shown in Figure 3, the course growth rate is linear, but the student growth rate is exponential. Figure 4 shows both plots at various scales. This would condense the population in future online courses, which might present issues in the future unless controlled by automation and AI, as detailed later in the chapter (Figure 5).
Figure 2.
Number of courses (thousand) in all MOOCs.
Figure 3.
The total number of enrolled students (in million) in all MOOCs.
Figure 4.
The growth comparison between number of registered students (million) and number of offered courses (thousand).
Figure 5.
The expected number of students (million) enrolled in all MOOCs.
If current growth rates continue, the number of registered learners is likely to reach 1 billion by 2016–2017. As we shall see in the latter half of this chapter, reaching this number would alter the future of education.
4.2 MOOCs and the pandemic
The 2020 coronavirus pandemic has significantly influenced higher education institutions and how they teach their courses [15]. With universities and colleges throughout the globe forced to shut their physical campuses as a result of the epidemic, many have had to swiftly adjust to the new reality and switch to offering their courses online. This has resulted in significant growth in the usage of MOOC platforms, which provide universities with a simple, cost-effective, and scalable option to offer online courses [16].
MOOCs have been for a while, but the epidemic has dramatically expanded online education’s acceptability. This is because they enable students to access course information from any place, at any time, and on any device with an internet connection. This makes them especially useful during a pandemic when students cannot attend in-person sessions. MOOCs are also less expensive than regular courses since they need less physical infrastructure and resources [17]. Furthermore, since they are not constrained by geographical borders, they may reach a far bigger audience for course material.
MOOCs’ rising acceptability has resulted in remarkable growth in their utilization throughout higher education institutions. MOOCs are being used by many universities and colleges to teach courses ranging from the introductory level to the doctoral level. This has enabled them to continue teaching their courses despite the epidemic, and several universities’ enrollments have increased as a result.
Simultaneously, MOOCs have enabled colleges to reach a broader spectrum of students. MOOCs can give access to courses to students who may not be able to attend classes in person by utilizing the power of the internet. This is especially useful for students who live in remote areas or have limited access to physical infrastructure. Furthermore, this has created chances for non-traditional students, such as those who are unable to attend courses owing to employment or family obligations.
MOOCs have allowed higher education institutions to improve the quality of their courses in addition to extending access to them. Instructors may give more interesting information by leveraging MOOCs, such as interactive video lectures, podcasts, and discussion boards. They may also utilize social media to communicate with their students and offer fast feedback on tasks. This has enabled educators to provide their students with a more individualized learning experience and better prepare them for the real world [18].
Overall, the epidemic has considerably raised the acceptance of distance education, especially MOOCs. MOOCs have enabled higher education institutions to continue teaching their courses despite the epidemic by offering access to courses to a wider variety of students and allowing teachers to generate more exciting material. This has enabled them to stay competitive in the current educational scene and provide their pupils the finest education possible.
The COVID-19 pandemic increase has now diminished, but the influence remains. Many individuals continue to utilize online courses to develop new skills and information as online learning has grown in popularity. This is particularly true for people who lack the time or financial means to attend a regular institution.
The 2020 pandemic altered the globe in numerous ways, one of which was the abrupt emergence of online learning. It has become a viable and accessible method of learning, and although the pandemic surge has since gone, it has made its imprint and will be a significant component of the learning landscape for years to future.
In conclusion, the COVID-19 epidemic has had a tremendous influence on the education industry, with many higher education institutions increasingly resorting to MOOCs to provide their courses. MOOCs have become a feasible choice for students who are unable to attend regular courses as a result of this growing acceptance and usage of remote learning. Furthermore, as more individuals aspire to gain new skills and information, the epidemic has increased the number of students enrolling in MOOCs.
MOOCs have grown in popularity in recent years because they provide a greater variety of educational options cheaper than conventional forms of education. However, despite the potential advantages of MOOCs, there are certain downsides to be aware of [19].
One of the most significant disadvantages of MOOC education is the absence of personal connection. MOOCs, as opposed to regular classes, are entirely online, which means there is no direct connection between the student and the teacher. This might be difficult for some students who are unable to ask questions or participate in conversations with their classmates. Furthermore, the absence of physical presence might make it difficult for pupils to completely comprehend and appreciate the subject being taught [20].
Procrastination is another issue with MOOCs. Because the courses are self-paced and there is no defined timetable, some students may be tempted to procrastinate until the last minute. This might result in a loss of motivation and a reduction in the quality of their job. Furthermore, some students may struggle to remain focused and on track without the framework of a typical classroom [21, 22, 23].
MOOCs also lack the physical abilities required for specific kinds of courses. Courses that need students to engage with actual equipment or instruments, for example, cannot be recreated online. Furthermore, certain subjects may need hands-on laboratory activities to completely comprehend the content.
Courses that concentrate on theoretical areas such as mathematics, economics, and computer programming are often well-suited for an online setting. Because these courses do not involve any connection, they may readily be taught online. Additionally, classes focusing on areas such as language and literature might be suitable candidates for MOOCs if the teachers can offer a range of materials and activities to interest the students [24].
MOOCs are not appropriate for courses requiring physical contacts, such as engineering, medicine, and art. Students must engage with physical equipment or materials to properly comprehend the subject taught in these courses. Furthermore, laboratory experimentation and fieldwork courses cannot be reproduced online.
In conclusion, although MOOCs may provide a broad variety of educational possibilities, there are certain negatives to be aware of. MOOCs might be challenging for some students due to a lack of human connection and the potential for procrastination. Furthermore, many subjects, such as those requiring physical abilities, are not appropriate for MOOCs. Conversely, MOOCs may be an excellent choice for students who do not have access to conventional forms of education in subjects such as mathematics, economics, and other theoretical areas.
6. Using artificial intelligence in MOOCs education
Artificial intelligence (AI) is rapidly being used in Massive Open Online Courses (MOOCs) to assist instructors in answering students’ queries, grading assignments and examinations, and following up with students. AI may enhance students’ learning experiences, from automatic feedback on assignments and tests to answering students’ queries in real time. Instructors may create more engaging and individualized learning experiences for their students using AI in MOOCs [25].
One use of AI in MOOCs is to give automatic feedback on assignments and examinations [26]. AI algorithms may assess student replies, offering feedback on what was accurate and where improvements should be made. This form of feedback may be highly beneficial for students having difficulty learning the topic. AI algorithms may also give each student individualized advice and assistance, allowing them to learn more successfully [27].
Another method AI may be utilized in MOOCs is to assist students in answering questions in real-time. AI algorithms may be used to assess student queries and give responses or recommendations to assist students in better comprehending the content. This form of AI-powered support may be very beneficial for students with difficulty learning the topic [28].
Finally, AI may be used to contact students who have finished a MOOC. Artificial intelligence (AI) algorithms may be used to monitor student performance and give individualized comments and suggestions. This follow-up form is perfect for pupils who have difficulty learning the topic. AI may also monitor student progress and provide individualized recommendations for more education [29, 30, 31].
In general, AI is becoming more popular for usage in MOOCs. AI may offer automatic feedback on assignments and tests, assist in real-time answering student queries, and follow up with students after they have finished a course. Instructors may create more engaging and individualized learning experiences for their students using AI in MOOCs [32, 33].
To summarize, the application of AI in MOOCs has grown in popularity in recent years. AI offers students tailored coaching and feedback, answers student inquiries, and grades assignments and examinations. AI may also be used to track student progress and provide reminders to help pupils stay motivated. AI is also being utilized to create adaptive learning systems that can change course material and sequencing depending on the requirements of each individual learner. The application of AI in MOOCs has the potential to enhance students’ learning experiences and assist them in achieving their educational objectives.
Based on current patterns, we predict the future of MOOC education in this section. There are several angles to approach this topic. Still, we confine our discussion to mobile education and the next industrial revolution.
7.1 Future MOOCs and mobile education
MOOCs have enabled the creation of more tailored learning experiences. MOOCs allow instructors to personalize course content to the specific requirements of each student [34]. Students may study at their own speed and in their own style [35]. MOOCs also enable the creation of interactive learning experiences. Students, for example, may participate in virtual forums and online exercises and view movies that teach a subject. This motivates pupils to think critically about the issue and engages them in learning. Simultaneously, smartphones have transformed the calling experience into a much deeper relationship; future phones may be smart companions. Students may now access classes from anywhere, enabling them to study independently and at their own pace [36]. Furthermore, mobile and distant learning technologies provide a more individualized learning experience. Students, for example, may receive customized information targeted to their specific requirements, such as practice exams and tutorials [37].
MOOCs, mobile learning, and distant learning technologies will continue to play an essential role in shaping the direction of education in the future. These technologies will provide more tailored learning experiences, more accessible educational opportunities, and more access to excellent education for a broader group of students. Furthermore, these technologies will enable instructors to reach a larger audience of students, allowing them to give more specialized and personalized courses.
Overall, MOOCs, mobile learning, and remote learning technologies have transformed education and will continue to play an essential role in shaping the future of education. These technologies have allowed students to attend classes from anywhere, allowing for more individualized learning experiences. Furthermore, these technologies have qualified instructors to reach a broader student base and give more specialized and personalized courses. These technologies will be used to provide more accessible and individualized educational possibilities.
7.2 Future MOOCs and the next industrial revolution
The fourth industrial revolution, or 4IR, is quickly changing the educational landscape. As technology improves, educational institutions must adapt to suit the requirements of the contemporary workforce. MOOCs have grown in popularity and have influenced the educational scene in recent years. MOOCs provide students with access to high-quality courses regardless of their geographic location or financial status.
Automation, artificial intelligence, machine learning, metaverse, digital twins, internet of things (IoT), blockchain, cloud computing, big data, and robots are increasingly used in the 4IR. Some literature also expresses the fifth industrial revolution (5IR) as a layer on top of 4IR, driven by society’s values [38, 39]. This technological revolution has generated a new and ever-changing learning environment. As technology evolves, so do the contemporary workforce’s expectations. MOOCs are particularly positioned to address these expectations because they provide students access to high-quality, low-cost educational resources, enabling them to remain ahead of the curve in terms of upskilling and professional growth.
MOOCs’ future in the next industrial revolution (XIR) will usher in a more individualized approach to learning. MOOCs will be able to personalize course content to each student’s particular requirements and capabilities by using machine learning and AI. This will enable students to concentrate on the specific skills and technology required for their profession’s future. Furthermore, with this personalized approach to learning, students will be able to create macro-diplomas that will testify to the abilities they have gained during their studies. This will provide companies with important information about prospective hires’ capabilities and guarantee that the workforce is prepared for the XIR.
Finally, MOOCs have shown to be a great tool in the XIR. MOOCs will be able to give students with individualized learning experiences that fit their unique needs and skills thanks to the usage of machine learning and AI. This will allow learners to create macro-diplomas that testify to their learned abilities and exhibit their capacity to operate in the XIR. As a result, MOOCs will continue to play an essential part in education’s future.
Massive Open Online Courses (MOOCs) have grown in popularity over the last decade and were extensively used by higher education institutions during the COVID-19 epidemic. The use of artificial intelligence (AI) in MOOCs has also grown in popularity since it may assist students in getting individualized advice and feedback. As more colleges and educational institutions resort to distant learning to deliver excellent education and training to students from all over the globe, AI will probably continue to play a critical role in MOOCs. MOOCs have been shown to give education to regions that would not otherwise have access to such high-quality education; it promotes sustainability and equality and closely adheres to the United Nations Sustainable Development Goals (UN-SDGs) for education. MOOCs will play a significant role in the future and will transform the notion of higher education if they continue to expand at the current exponential pace.
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Written By
Abdullah M. Mutawa
Submitted: 28 January 2023Reviewed: 22 February 2023Published: 28 March 2023
Open access peer-reviewed chapter
