MOOCs In Nursing Education Introduction
Massive Open Online Courses (MOOCs) have emerged as a revolutionary educational model, leveraging digital platforms to offer accessible, scalable, and flexible learning opportunities across diverse fields. In the realm of nursing education, MOOCs present both challenges and opportunities that could reshape traditional approaches to teaching and learning. This comprehensive analysis explores the concept of MOOCs, their applicability and potential in nursing education, and the evolving landscape of online learning. By examining the foundational elements of MOOCs, their benefits, limitations, and the implications for nursing education, we can better understand how this innovative model can enhance the educational experiences of nursing students and professionals.
Online Learning and MOOCs
A MOOC is a type of online course that is available to anyone with an internet connection, offering free access to a wide range of educational content. The term “MOOC” was first coined by Dave Cormier in 2008 during the planning of a course in Canada (Cormier, 2008). MOOCs are characterized by their open enrollment, allowing participants from around the globe to join without restrictions. This format provides an opportunity for massive participation and democratizes access to high-quality educational resources.
MOOCs typically include a variety of learning materials, such as video lectures, reading materials, quizzes, and peer-reviewed assignments. They are designed to accommodate a large number of learners simultaneously, often featuring interactive components to engage participants. While MOOCs have gained widespread popularity in many academic disciplines, their application in nursing education is a relatively new and evolving field.
Affordable MOOCs in Nursing Education
One of the significant advantages of MOOCs is their affordability. Most MOOCs are offered at no cost, which is particularly beneficial in the context of rising educational expenses. In 2012, a notable example of a MOOC relevant to healthcare was offered—a health policy course focusing on the Affordable Care Act (Kirschner, 2012). This course attracted a broad audience, demonstrating the potential for MOOCs to address topics of interest within the nursing and healthcare sectors.
For nursing education, MOOCs could cover various foundational and advanced topics. Courses in basic sciences, microbiology, infection control, and other fundamental areas of nursing could be developed into MOOCs. These courses could be tailored to ensure their relevance to nursing programs worldwide, providing a valuable resource for students and professionals seeking to expand their knowledge base.
As educational costs continue to rise, innovative models like MOOCs offer a potential solution to the financial burden associated with traditional education. However, the development and delivery of MOOCs require significant technological support and professional development. Faculty members must adapt to new teaching paradigms, transitioning from traditional roles to those of mentors and guides (Skiba, 2013). This shift emphasizes the need for faculty to empower students and facilitate their engagement with course content.
Advanced Learning and MOOCs
The concept of MOOCs has been further developed and popularized by platforms such as Coursera, Udacity, and edX. Advanced Learning Interactive Systems Online (ALISON), founded in Ireland in 2007, was an early pioneer in the MOOC space (Bornstein, 2012). ALISON has since become one of the largest MOOC providers outside the United States, with millions of users, primarily from developing countries.
In the United States, major MOOC platforms like Coursera, Udacity, and edX have played significant roles in advancing the reach and impact of MOOCs. Coursera, for example, partners with universities to offer a wide range of courses and has expanded its offerings to include mobile access (Coursera, n.d.). As of 2014, Coursera had over 82 million users enrolled in 678 courses from 110 institutions (Anderson, 2014). Similarly, Udacity, founded in 2012, has served between 1 to 6 million users with 36 courses (Udacity, n.d.), while edX, also founded in 2012, had 36 partners and offered approximately 200 courses to over 2.5 million users (edX, n.d.).
MOOC courses generally cover a broad spectrum of topics, ranging from sciences and mathematics to areas of public interest like emotional intelligence and social justice. The open enrollment model allows for large-scale participation, often resulting in thousands of students enrolling in a single course. Early MOOCs offered unrestricted access to all course materials, but many newer courses provide access only to enrolled students, reflecting evolving approaches to course delivery.
Courses typically last between 7 to 9 weeks and feature a combination of virtual lectures, quizzes, and peer-reviewed assignments. The peer grading model is employed to handle the large volume of assignments, as it is impractical for instructors to grade thousands of submissions individually. Completion rates for MOOCs vary significantly, with some reports indicating rates as low as 13% and others as high as 40% or more (Jordan, n.d.). Engaging students in discussions, assignments, and interactive activities has been shown to improve completion rates (Fowler, 2013).
The introduction of verification options, such as Coursera’s Signature Track, which confirms a student’s identity and course completion, has led to higher completion rates among those who pay for the verification (Coursera blog, n.d.). Additionally, the American Council on Education has recognized several MOOC courses for college credit, further enhancing their value and applicability in formal education (Kolowich, 2013).
Need for MOOCs in Nursing Education
The integration of MOOCs into nursing education presents a significant opportunity to address current educational challenges. Nursing faculty are encouraged to embrace MOOCs and develop courses tailored to nursing education. Research is needed to explore factors such as student motivation and engagement in MOOC environments, as well as to compare student outcomes across different MOOC formats.
Innovative assignments and evaluation tools must be developed to handle the large-scale nature of MOOCs while ensuring accurate and secure assessment of student work. Desilets (2013) highlights the need for a shift in the learning and teaching paradigm due to the advent of MOOCs and emphasizes the importance of adapting nursing education to meet evolving needs.
MOOCs offer a unique opportunity to enhance nursing education by providing accessible, scalable, and flexible learning options. As the field of nursing education continues to evolve, it is crucial for educators to take the lead in developing and implementing MOOCs that align with the needs of students and the changing educational landscape.
Conclusion
MOOCs represent a transformative development in education, with significant implications for nursing education. By offering free, accessible, and scalable learning opportunities, MOOCs have the potential to address key challenges in nursing education, such as rising costs and the need for innovative teaching methods. As nursing education continues to evolve, embracing MOOCs and leveraging their benefits can enhance the learning experience for nursing students and professionals alike. Continued research and development in this area will be essential for optimizing the effectiveness of MOOCs and ensuring their successful integration into nursing education.