Massive Open Online Courses and Integrating Open Source Technology and Open Access Literature Into Technology-Based Degrees

The purpose of this chapter is to (1) understand MOOCS, massive online open courses, and differentiate MOOCS from other like learning and training methodologies, (2) comprehend the manner in that MOOCS can be utilized, as well as the (3) lasting impacts of MOOCS on learning whether in academics or the corporate environment. MOOCs are aimed at large scale participation in online education (Bud, Smith, & Reisman, 2015). This chapter will identify for educators, administrators, and practitioners the staggering awareness of the outcomes of this learning modality. MOOCs are continuing to change the way individuals receive education and learn. One idea of MOOCs is that learners may learn through collective education using what is believed to be a form of experimentation wrapped in andragogy, adult learning, andragogy. Education through Knowles’ adult learning, offers the notion of learners gaining knowledge and understanding through (a) self-directedness, (b) need to know, (c) use of experience in learning, (d) readiness to learn, (e) orientation to learning, and (f) internal motivation (Knowles, 1979; Taylor & Kroth, 2009). Another view is that MOOCs could be the answer to the economic concerns faced by institutions of higher learning, the push to increase learner enrollment, and the drive to enhance graduation completion rates (Ng’ambi & Bozalek, 2015). Administrators, educators, and practitioners are faced with the increased popularity of MOOCs. The popularities of MOOCs include the positives as well as the concerns: their impersonal nature, numerous students enrolled into an individual section of a MOOC course, instructors serving as facilitators, as well as there being no instructors assigned to courses. MOOCs, post-date open courseware which was on the increase in 1990s and the sharing of courseware online. Specifically, open courseware stems from face-to-face instructions wherein instructors share aspects of their courses on the Internet which may be reading lists, assignments, recorded videos, audio lectures, or syllabi. One of the understood top aspects regarding MOOCs is that these courses fulfil knowledge gaps for learners. MOOCs propose for the learners the alternative of completing quality courses without a financial obligation. Some MOOCs Maurice Dawson University of Missouri – St. Louis, USA