Abstract
Using Massive Open Online Courses (MOOC) in higher education poses new challenges that include the following: an increase in the number of students taught by one teacher, which makes it difficult to individualize the tasks, the easy access to other students' answers due to the social media, the lower engagement of students when studying online. In the situation of the complete transition to e-education due to the 2020 pandemic, teachers were forced to solve these problems in the electronic environment. This article presents the case of enriching the online Philosophy course given to students of Peter the Great St. Petersburg Polytechnic University by creating new assignments in various forms: video blogging, multimedia projects and in-depth study of philosophical texts. In this respect, the current situation becomes advantageous and allows the lecturers to achieve better results due to the availability of all ideas and experiences and the collaborative activities of the students. The variety of approaches used in studying the Philosophy course confirms the important role of the teacher in e-learning.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Shipunova, O.D., Evseeva, L., Pozdeeva, E., Evseev, V. V., Zhabenko, I.: Social and educational environment modeling in future vision: infosphere tools. E3S Web Conf. 110, 02011 (2019). https://doi.org/10.1051/e3sconf/201911002011
Razinkina, E., Pankova, L., Pozdeeva, E., Evseeva, L., Tanova, A.: Education quality as a factor of modern studentʼs social success. E3S Web Conf. 164, 12008 (2020). https://doi.org/10.1051/e3sconf/202016412008
Pylkin, A., Stroganova, O., Sokolova, N., Pylkina, M.: The development of information technology and the problem of identity. In: 2019 8th Mediterranean Conference on Embedded Computing (MECO). pp. 1–5. IEEE, Budva (2019). https://doi.org/10.1109/MECO.2019.8760159
Aladyshkin, I.V., Kulik, S. V., Odinokaya, M.A., Safonova, A.S., Kalmykova, S.V.: Development of electronic information and educational environment of the university 4.0 and prospects of integration of engineering education and humanities. In: Anikina, Z. (ed.) Integrating Engineering Education and Humanities for Global Intercultural Perspectives. IEEHGIP 2020. Lecture Notes in Networks and Systems, vol 131. pp. 659–671. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-47415-7_70
Odinokaya, M., Krepkaia, T., Sheredekina, O., Bernavskaya, M.: The culture of professional self-realization as a fundamental factor of students’ internet communication in the modern educational environment of higher education. Educ. Sci. 9, 187 (2019). https://doi.org/10.3390/educsci9030187
Dolgova, V., Batenova, Y., Emelyanova, I., Ivanova, I., Pikuleva, L., Filippova, O.: Factors of the readiness for information exchange in pre-school education establishments. Educ. Sci. 9, 166 (2019). https://doi.org/10.3390/educsci9030166
Knox, J.: Posthumanism and the MOOC: opening the subject of digital education. Stud. Philos. Educ. 35, 305–320 (2016). https://doi.org/10.1007/s11217-016-9516-5
Long, Y.: Explore the business model of MOOCs. In: Nah, F., Tan, C. (eds.) HCI in Business, Government and Organizations. Interacting with Information Systems. HCIBGO 2017. Lecture Notes in Computer Science, vol 10293. pp. 181–193. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-58481-2_15
Sandeen, C.: Integrating MOOCS into traditional higher education: the emerging “MOOC 3.0” era. Chang. Mag. High. Learn. 45, 34–39 (2013). https://doi.org/10.1080/00091383.2013.842103
Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J.: From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. Int. J. Educ. Technol. High. Educ. 13, 24 (2016). https://doi.org/10.1186/s41239-016-0024-z
López Meneses, E., Vázquez Cano, E., Mac Fadden, I.: MOOC in higher education from the students’ perspective. a sustainable model? In: Sánchez-Serrano, J.S., Maturo, F., Hošková-Mayerová, Š. (eds.) Qualitative and Quantitative Models in Socio-Economic Systems and Social Work. Studies in Systems, Decision and Control, vol 208. pp. 207–223. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-18593-0_17
Griffiths, R.J., Chingos, M.M., Spies, R., Mulhern, C.: Adopting MOOCs on campus: a collaborative effort to test MOOCs on campuses of the University System of Maryland. Online Learn. 19 (2014). https://doi.org/10.24059/olj.v19i2.523
Xu, D., Jaggars, S.S.: Performance gaps between online and face-to-face courses: differences across types of students and academic subject areas. J. Higher Educ. 85, 633–659 (2014). https://doi.org/10.1080/00221546.2014.11777343
Li, N., Verma, H., Skevi, A., Zufferey, G., Blom, J., Dillenbourg, P.: Watching MOOCs together: investigating co-located MOOC study groups. Dist. Educ. 35, 217–233 (2014). https://doi.org/10.1080/01587919.2014.917708
Riquelme, X.: Social media and student support. J. Aust. New Zeal. Student Serv. Assoc. 44, 15–22 (2014)
Yang, Y., Wang, Q., Woo, H.L., Quek, C.L.: Using Facebook for teaching and learning: a review of the literature. Int. J. Contin. Eng. Educ. Life-Long Learn. 21, (2011)
Coleman, B.C., Pettit, S.K., Buning, M.M.: Social media use in higher education: do members of the academy recognize any advantages? J. Soc. Media Soc. 7, 420–442 (2018)
Echeng, R., Usoro, A., Ewuzie, I.: Factors to consider when enhancing the use of web 2.0 technologies in higher education: students’ and lectures’ views for quality use. Int. J. Digit. Soc. 7 (2016). https://doi.org/10.20533/ijds.2040.2570.2016.0138
Narayan, V., Herrington, J., Cochrane, T.: Design principles for heutagogical learning: implementing student-determined learning with mobile and social media tools. Aust. J. Educ. Technol. 35 (2019). https://doi.org/10.14742/ajet.3941
Zulkanain, N.A., Miskon, S., Syed Abdullah, N.: An adapted pedagogical framework in utilizing WhatsApp for learning purpose. Educ. Inf. Technol. (2020). https://doi.org/10.1007/s10639-019-10096-0
Suardika, I.K., Siam, A.M., Suhartini, L., Pasassung, N.: Using whatsapp for teaching a course on the education profession. Int. J. Mob. Blended Learn. 12, 17–32 (2020). https://doi.org/10.4018/IJMBL.2020010102
Andersen, R., Ponti, M.: Participatory pedagogy in an open educational course: challenges and opportunities. Dist. Educ. 35, 234–249 (2014). https://doi.org/10.1080/01587919.2014.917703
Moccozet, L., Benkacem, O., Platteaux, H., Foerster, M.: Looking for a Platform That Can Be Proposed to Students as a PLE Enabler. In: 2014 Eighth International Conference on Complex, Intelligent and Software Intensive Systems. pp. 498–503. IEEE (2014). https://doi.org/10.1109/CISIS.2014.71
Sonwalkar, N.: (Nish): the first adaptive MOOC: a case study on pedagogy framework and scalable cloud architecture—part I. MOOCs Forum. 1, 22–29 (2013). https://doi.org/10.1089/mooc.2013.0007
García-Peñalvo, F.J., Fidalgo-Blanco, Á., Sein-Echaluce, M.L.: An adaptive hybrid MOOC model: disrupting the MOOC concept in higher education. Telemat. Inf. 35, 1018–1030 (2018). https://doi.org/10.1016/j.tele.2017.09.012
Sein-Echaluce, M.L., Fidalgo-Blanco, Á., García-Peñalvo, F.J.: Adaptive and cooperative model of knowledge management in MOOCs. In: Zaphiris, P. and Ioannou, A. (eds.) Learning and Collaboration Technologies. Novel Learning Ecosystems. LCT 2017. Lecture Notes in Computer Science, vol. 10295. pp. 273–284. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-58509-3_22
Bralić, A., Divjak, B.: Use of MOOCs in traditional classroom: blended learning approach. In: Forging New Pathways of Research and Innovation in Open and Distance Learning: Reaching From the Roots, pp. 250–259. European Distance and E-Learning Network Research, Oldenburg (2016)
Andone, D., Mihaescu, V., Ternauciuc, A., Vasiu, R.: Integrating MOOCs in traditional higher education. In: European Stakeholder Summit on experiences and best practices in and around MOOCs. eMOOCs, pp. 24–26. Mons, Belgium (2015)
Mori, K., Ractliffe, L.: Evaluating the use of a MOOC within higher education professional development training. In: Proceedings of the 25th International Conference Companion on World Wide Web - WWW 2016 Companion, pp. 831–833. ACM Press, New York (2016). https://doi.org/10.1145/2872518.2890577
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Bylieva, D., Zamorev, A., Lobatyuk, V., Anosova, N. (2021). Ways of Enriching MOOCs for Higher Education: A Philosophy Course. In: Bylieva, D., Nordmann, A., Shipunova, O., Volkova, V. (eds) Knowledge in the Information Society. PCSF CSIS 2020 2020. Lecture Notes in Networks and Systems, vol 184. Springer, Cham. https://doi.org/10.1007/978-3-030-65857-1_29
Download citation
DOI: https://doi.org/10.1007/978-3-030-65857-1_29
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-65856-4
Online ISBN: 978-3-030-65857-1
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)