2.

1 Opportunities And Challenges of MOOCS: Perspectives From Asia

Joyce Chao-chen Chen

5 Digital learning has become an essential form of university teaching. Registered and fee-paying

students are the primary target for both synchronous and asynchronous learning. New Media

Horizon (2012) Stated that the next big thing in higher education's technological development is

MOOCs. The 2013 Report places MOOCs as well as tablet computing as the most important

higher education technology. New York Times (May 13, 2013) described that MOOCs had taken

10 the world of education by storm, implying a major educational reform.

WHAT IS MOOC

MOOCs, in their name, imply an open learning spirit in cooperation with information and

communication technology (ICT). MOOCs can be traced back to distance learning when people

can still have an opportunity to be educated, even if they are underprivileged, such as living in the

15 country side or remote area. It is no longer a dream to be educated in a flexible manner at their

own pace, from radio, television broadcast to the present-day Internet with blog posts, Web

application for online courses such as Moodle. In co-operation with the spirit of open learning, it

is Internet technology.

MOOC OPPORTUNITIES

20 In this modern era of access to vast quantities of information daily, a person should reasonably

acquaint oneself with an opportunity to learn. The library is the social institution and powerhouse

for this purpose. For traditional distance learning, it is essential for libraries to serve as a focus of

academic support. Udacity's co-founder, Sebastian Thrun, wants to bring education to where it

currently works. This provides incentives for non-traditional learners who pursue lifelong
 learning (Thrun & Evans, 2012). In the Internet age, at least online, a person who is eager to learn

should have the chance to learn.

MOOC CHALLENGES

Liyanagunawardena, Williams & Adams (2013) reports that MOOC participants are mainly from

5 North America and Europe, with limited participation from Asia and Africa. While it does not

necessarily point to the situation of Asian students remaining studying with Asian universities, it

is likely that, due to the very nature of MOOCs (open and online), Asian students would soon be

readily attracted to study MOOCs provided by name brands such as MIT, Stanford University,

Oxford University while staying at home. As a result, in the wake of challenges from brand

10 counterparts in the West, there may be a probable loss of students at Asian universities. Next,

While it does not necessarily Teaching staff face a challenge of adapting to the MOOC' ecosystem

'in pedagogical consideration, as illustrated by the practise that university administration would

rather replace faculties with outsourced online courses taught by renowned academics, while

allowing administration staff to expand and thus increase the relative administrative cost

15 (Houston, 2013). It is a matter of professional authority for departments in this sense.point to the

situation of Asian students remaining studying with Asian universities, it is likely that, due to the

very nature of MOOCs (open and online), Asian students would soon be readily attracted to study

MOOCs provided by name brands such as MIT, Stanford University, Oxford University while

staying at home. As a result, in the wake of challenges from brand counterparts in the West, there

20 may be a probable loss of students at Asian universities.

CONCLUSION

The growing influence of MOOCs on the higher education landscape implies what this means.

Online learning creates both opportunities and challenges for people in Asia via the MOOC

platform. Since it won't be an easy task, we can make use of MOOCs to build a better society for

25 generations to come.
 2.2 Education 2.0 E-Learning Methods

Andreea-Maria Tirziua, Catalin Vrabieb

5 E-learning has become of increasing importance for various reasons, such as the rise of

information and global economy and the emergence of a consumer culture. Students of

the 21st century demand a flexible structure that allows them to study, work and

participate in family life at the same time. Harriman (2013) stated this flexibility is

reflected in alternative delivery methods that include Internet use. People have also

10 become more sensitive to cultural and gender differences, and to the learning needs of the

challenged, needs that might be addressed by e-learning Harriman (2013).

F-LEARNING TYPES

The professor conducts class sessions online for online distance learning courses, not via

e-mail or A phone. Usually, this does not require face-to-face meetings between students

15 and teachers in the classroom or during the course via video. The instructor teaches all

classroom sessions, but incorporates technology in some or all classes (using PowerPoint,

web-based activities, online testing, while traditional courses are supplemented with

technology. The teacher combines elements of online distance learning courses and

traditional courses to replace some classroom sessions with virtual sessions for hybrid

20 courses.

E-LEARNING CHALLENGES

F-Researchers in the field (Andersson, 2008) have found that for both students and

teachers, there are a few variables that are persistent over time that can be considered

major challenges for e-learning. The various activities of teaching and learning that can
 be undertaken during a course. Research shows that the level of interactivity, the level of

collaboration and interaction with peers, and the possibility of hands-on practise for

students are activities that affect student performance (Andersson, 2008). The use of ICT

for distance learning makes technology access an enabling or disabling factor, but access

5 also refers to connectivity quality (Bon, 2007).

CONCLUSION

It is still the teacher's role to connect these techniques intentionally and to teach students

to benefit from using these universal learning tools. Developing critical thinking and

metacognition is a key component of effective learning.

10

summary

Open and distance eLearning, as practiced by both open and residential universities in the

region can play a major role in transforming higher education. Opening learning

opportunities can impact tremendously in preparing workers to achieve the potential of

15 the region, especially, in economic and regional development.