A Case Study of MOOCs Design and Administration at Seoul National University
International Conference on Cognition and Exploratory Learning in Digital Age (CELDA),
This research, based on the case study of edX at Seoul National University, which is running Korea's first Massive Open Online Courses (MOOCs), discussed and proposed the roles of principal facilitators, the process, and the relationships among various facilitators in selecting, designing, opening and administrating MOOCs classes. Researches on MOOCs so far have been deficient in practical consideration for actual MOOCs administration system and process demanded by universities, teachers, class designers and administrators who wish to develop and run MOOCs as well as activities and strategies that needed to be implemented step-by-step by each member that comprises the system. In particular, since most researches on MOOCs as well as establishment of MOOCs organizations have been done in the United States and Europe, there is a need for researches done based on actual case studies of MOOCs implemented in Korea in order to facilitate more effective MOOCs administration under different environments, e.g., a Korean-type MOOCs. In conclusion, principal facilitators for MOOCs administration largely consists of MOOCs administration, MOOCs support and teachers. Each facilitator, based on online/face-to-face form of training and communication, engages in agreement, design, development and administration of MOOCs programs. Each process is defined through repetition of activities and strategies as well as feedback. Using the process and activities needed for designing and administrating MOOCs in practice proposed by this research, it is hoped that there will be further researches on designing and administrating MOOCs more effectively under a variety of environments. [For the complete proceedings, see ED557311.]
Lim, C., Kim, S., Kim, M., Han, S. & Seo, S. (2014). A Case Study of MOOCs Design and Administration at Seoul National University. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014.