Skip to main content
SpringerLink
Log in

Ways of Enriching MOOCs for Higher Education: A Philosophy Course

  • Conference paper
  • First Online:
Knowledge in the Information Society (PCSF 2020, CSIS 2020)

Part of the book series: Lecture Notes in Networks and Systems ((LNNS,volume 184))

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.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. 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

  2. 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

  3. 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

  4. 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

  5. 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

    Article  Google Scholar 

  6. 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

    Article  Google Scholar 

  7. 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

    Article  Google Scholar 

  8. 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

  9. 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

    Article  Google Scholar 

  10. 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

    Article  Google Scholar 

  11. 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

  12. 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

  13. 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

    Article  Google Scholar 

  14. 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

    Article  Google Scholar 

  15. Riquelme, X.: Social media and student support. J. Aust. New Zeal. Student Serv. Assoc. 44, 15–22 (2014)

    Google Scholar 

  16. 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)

    Google Scholar 

  17. 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)

    Google Scholar 

  18. 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

  19. 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

  20. 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

    Article  Google Scholar 

  21. 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

    Article  Google Scholar 

  22. 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

    Article  Google Scholar 

  23. 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

  24. 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

    Article  Google Scholar 

  25. 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

    Article  Google Scholar 

  26. 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

  27. 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)

    Google Scholar 

  28. 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)

    Google Scholar 

  29. 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

Download references

Author information

Authors and Affiliations

  1. Peter the Great St. Petersburg Polytechnic University (SPbPU), Polytechnicheskaya, 29, 195251, Saint-Petersburg, Russia

    Daria Bylieva, Anton Zamorev, Victoria Lobatyuk & Natalia Anosova

Authors
  1. Daria Bylieva
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Anton Zamorev
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Victoria Lobatyuk
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Natalia Anosova
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Daria Bylieva .

Editor information

Editors and Affiliations

  1. Department of Social Sciences, Peter the Great St. Petersburg Polytechnique, St. Petersburg, Russia

    Daria Bylieva

  2. Institut für Philosophie, Technical University of Darmstadt, Darmstadt, Hessen, Germany

    Alfred Nordmann

  3. Department of Social Sciences, Peter the Great St. Petersburg Polytechnique, St. Petersburg, Russia

    Olga Shipunova

  4. Department of High School of Cyberphysical Systems and Control, Peter the Great St. Petersburg Polytechnique, St. Petersburg, Russia

    Violetta Volkova

Rights and permissions

Reprints and permissions

Copyright information

© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

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

Publish with us

Policies and ethics

Search

Navigation