Massive open online course: international experiences and implications in Vietnam

Dang, L, Watts, S and Nguyen, T 2017, 'Massive open online course: international experiences and implications in Vietnam', in Eli Cohen (ed.) Proceedings of the 20th Informing Science and Information Technology Education Conference (InSITE 2017), Ho Chi Minh (Saigon), Vietnam, 31 July-5 August 2017, pp. 97-115.


Document type: Conference Paper
Collection: Conference Papers

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Title Massive open online course: international experiences and implications in Vietnam
Author(s) Dang, L
Watts, S
Nguyen, T
Year 2017
Conference name InSite 2017
Conference location Ho Chi Minh (Saigon), Vietnam
Conference dates 31 July-5 August 2017
Proceedings title Proceedings of the 20th Informing Science and Information Technology Education Conference (InSITE 2017)
Editor(s) Eli Cohen
Publisher Informing Science Institute
Place of publication Santa Rosa, United States
Start page 97
End page 115
Total pages 19
Abstract Aim/Purpose This research critically reviews literature examining the prior empirical and case study research studies to help educators, and shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological and financial issues, as well as how these issues relate and constrain each other. The 'MOOC' phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners' attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.
Subjects Education Systems not elsewhere classified
Keyword(s) MOOCS
eLearning
Online education
Constrain of MOOCs
MOOCS frame-work
Vietnam Higher Education
Copyright notice © 2017 (CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International
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