A proposed framework for an adaptive learning of Massive Open Online Courses (MOOCs)

Abstract

The use of Massive Open Online Courses (MOOCs) system has increased significantly in recent years. Among pioneers of MOOCs is Massachusetts Institute of Technology (MIT). The latest development, that of Internet (including very recently mobile Internet), has similarly been adopted by many existing higher education providers but has also supported emergence of a new model dubbed a massive open online course (MOOCs), term coined in 2008 to describe an open online course to be offered by University of Manitoba in Canada. A range of both topics and platforms have since emerged and term was described as the educational buzzword of 2012 by Daniel (2012) reflecting widespread interest in concept. MOOCs attract many learners from all over world, so there is a need to enhance MOOCs to meet individual needs. This paper investigates MOOCs system by reviewing available literatures and suggesting a proposed framework, which considered a list of recommendation of instructional material using learner's profile and experience. In this suggested framework, we customize what best requirements and list of recommendations we gain by learner experience with system that will be authorized by teacher assistants and accepted by professor Authors. We also utilized adaptability (UCD); approach which calls for placing learner at center of design process during learners' interactions with MOOCs system. Moreover, framework can present user with a suggested learning requirements to meet appropriate learning objectives based on their current preferences and experience. As learner progresses, further recommendations can be made with appropriate resources to enhance and develop learner's understanding of previous topics. The framework is open for learners to be evaluated by adapting existing MOOCs at their institutions, allowing comparison of a variety of aspects including choice of learning path, and learner satisfaction.