Moocs and Educational Challenges Around Asia and Europe First Published 2015 by KNOU Press

MOOCs and Educational Challenges around Asia and Europe First published 2015 by KNOU Press MOOCs and Educational Challenges around Asia and Europe Editor in Chief Bowon Kim Authors Bowon Kim, Wang Ying, Karanam Pushpanadham, Tsuneo Yamada, Taerim Lee, Mansor Fadzil, Latifah Abdol Latif, Tengku Amina Munira, Norazah Nordin, Mohamed Amin Embi, Helmi Norman, Juvy Lizette M. Gervacio, Jaitip Nasongkhla, Thapanee Thammetar, Shu-Hsiang (Ava) Chen, Mie Buhl, Lars Birch Andreasen, Henrik Jensen Mondrup, Rita Birzina, Alena Ilavska–Pistovcakova, and Inés Gil-Jaurena Publisher KNOU Press 54 Ihwajang-gil, Jongno-gu, Seoul, South Korea, 03088 http://press.knou.ac.kr Copyright G 2015 by KNOU Press. All rights reserved. ISBN 978-89-20-01809-1(93370) PDF version of this work is available under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. (See http://creativecommons.org/licenses/by-nc-nd/3.0/ for more) It can be accessible through the e-ASEM website at http://easem.knou.ac.kr. Table of Contents List of Contributors ·························································································· Part I Introduction 1. What do we know about MOOCs? ···························································· 3 Bowon Kim Part II MOOCs in Asia 2. A Case Study : The development of MOOCs in China ························· 9 Wang Ying 3. Universalizing university education : MOOCs in the era of knowledge based society ································································································ 21 Karanam Pushpanadham 4. MOOC phenomena in Japan : JMOOC and OUJ-MOOC ····················· 35 Tsuneo Yamada 5. A case study of MOOC at KNOU : KNOU MOOC for knowledge sharing ··········································································································· 49 Taerim Lee 6. MOOCs in Malaysia : A preliminary case study ··································· 65 Mansor Fadzil, Latifah Abdol Latif, and Tengku Amina Munira 7. Malaysia MOOCs : The way forward ······················································ 87 Norazah Nordin, Mohamed Amin Embi, and Helmi Norman 8. MOOCs in the Philippines ······································································· 103 Juvy Lizette M. Gervacio 9. Thailand OERs and MOOCs country report ·········································· 121 Jaitip Nasongkhla, Thapanee Thammetar, and Shu-Hsiang Chen i Part III MOOCs in Europe 10. A Danish international MOOC in Indonesian professional care education ································································································ 139 Mie Buhl, Lars Birch Andreasen, and Henrik Jensen Mondrup 11. Massive Open Online Courses : a case study in Latvia ··················· 153 Rita Birzina 12. Slovakian MOOC case study ································································· 181 Alena Ilavska–Pistovcakova 13. MOOCs in Spain : preliminary lessons from UNED MOOCs experience ································································································ 191 Inés Gil-Jaurena ii List of Contributors Dr Lars Birch Andreasen is an associate professor in Aalborg University, Denmark. Dr Rita Birzina is a leading researcher in University of Latvia, Latvia. Dr Mie Buhl is a professor in Aalborg University, Denmark. Dr Shu-Hsiang Chen is a researcher in Chulalongkorn University, Thailand. Dr Mohamed Amin Embi is a professor in National University of Malaysia, Malaysia. Dr Mansor Fadzil is a professor in Open University of Malaysia, Malaysia. Ms Juvy Lizette M. Gervacio is an assistant professor in University of the Philippines Open University, the Philippines. Dr Inés Gil-Jaurena is an associate professor in Universidad Nacional de Educación a Distancia (UNED), Spain. Dr Alena Ilavska–Pistovcakova is a professor in Technical University in Zvolen, Slovakia. Dr Bowon Kim is a professor in Korea National Open University, Korea. Dr Latifah Abdol Latif is a professor in Open University of Malaysia, Malaysia. Dr Taerim Lee is a professor in Korea National Open University, Korea. Mr Henrik Jensen Mondrup is an IT Consultant and e-learning manager of H. Lundbeck A/S, Denmark. Ms Tengku Amina Munira is an assistant manager, President's Office, OUM. Dr Helmi Norman is an assistant professor in National University of Malaysia, Malaysia. Dr Jaitip Nasongkhla is an associate professor in Chulalongkorn University, Thailand. Dr Norazah Nordin is a professor in National University of Malaysia, Malaysia. Dr Karanam Pushpanadham is a professor in M.S.University of Baroda, India. Dr Thapanee Thammetar is an associate professor in Silpakorn University and director of Thailand Cyber University Project, Office of the Higher Education Commission, Ministry of Education, Thailand. Dr Tsuneo Yamada is a professor in Open University of Japan, Japan. Dr Wang Ying is a professor in Open University of China, China. iii Part I Introduction What do we know about MOOCs? Bowon Kim 1. In describing the so-called hype of MOOCs, Bonnie Stewart (2013) stated that “the topic of massive open online courses makes visible the fault lines emerging in the field of academia.” Indeed, the title of an article on the phenomenon of MOOCs in The Economist went so far as to read, “The attack of the MOOCs.” (2013) Many people in and outside higher education have discussed the visibility of these fault lines, indicating the potentially disruptive power of MOOCs. For the past few years, the MOOCs movement has emerged as a burning question in the global field of higher education and lifelong learning. Nobody denies its innovative potential with regard to education in general and higher education specifically. However, as of December 2015, it is still too early to judge whether the fault lines are actually widening or whether they are just another intriguing headline in the newspaper. The MOOCs movement has not journeyed very far from its starting point and is still in the midst of an ongoing process. In general, any fair and balanced appraisal of MOOCs will require more time. Nevertheless, what is most visible and obvious is that the aforesaid fault lines are active and shifting with considerable power. This book attempts to present a picture of the emerging MOOCs movement from a global perspective, especially among the member countries of ASEM (Asia-Europe Meeting). Before summarizing the contents of the book, I would like to give a brief introduction to the authors and their collaborative networking process. 3 MOOCS AND EDUCATIONAL CHALLENGES AROUND ASIA AND EUROPE All the authors of this book are members of a research network named e-ASEM one of five research networks that are part of the ‘ASEM education and research hub for lifelong learning.’ As the name suggests, the main concern of the ASEM research hub is lifelong learning, and e-ASEM, as its primary network (network 1), deals with the development of ICT skills, e-learning and the culture of e-learning in lifelong learning. The hub and its networks launched their first steps in the spring of 2005, and since then, members of network 1 have discussed how to widen and enhance lifelong learning practices in ASEM countries by making use of ICT skills and gleaning from our e-learning experiences and achievements. During their network meeting held in August 2014, members of network 1 agreed on selecting MOOCs as their research subject over the course of the next few years, and this book is the result of that first stage of collaborative research, conducted mostly in 2015. During the meeting, researchers then discussed possible directions and research topics, of which the following research areas were chosen: MOOC-readiness, quality assurance, educational technology and engagement, learning cultures, instructional design, sustainability and implementation, and learning analytics. The list is inclusive of almost all of the essential research fields we encountered in our discussions about the theory and practices of MOOCs. Network members also agreed to divide their collaborations into two stages: first, to acquire the general picture of MOOCs in each member country; and second, to then launch a full-scale study on the aforesaid research topics. The first stage, a kind of preliminary research period, was necessary owing to some differences in understanding among member countries with regard to the practices of MOOCs. This stage originated from the question, “What do we know about MOOCs?” For example, member countries differed tremendously from each other in such aspects as IT infrastructure for delivery, governmental policies, languages spoken in MOOCS, different levels of higher education institutions, different tuition fees for higher education, etc. Thus, researchers concluded that basic knowledge of what was going on in each country regarding MOOCs was first needed. The result can be seen here as a collection of national reports or case studies in this book. The authors were given guideline for their papers, requiring them to include firstly the context of each MOOC case, secondly, a description of MOOCs, and finally their initial experiences and validations. The description, the main part of each paper, here comprises all the key words on MOOCs: culture, embedding, business model, amount of communication, technical aspects, accreditation, autonomy, adaptability, etc. 4 WHAT DO WE KNOW ABOUT MOOCS? 2. Roughly speaking, there is a distinct difference between Asian and European countries regarding MOOCs. Asian countries have much in common with each other in their governments’

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