Advanced SearchSearch Tips
A Critical Review on the Inherent Problems of MOOC
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
A Critical Review on the Inherent Problems of MOOC
Yang, Dan-Hee;
  PDF(new window)
MOOC (Massive Open Online Course) is an online course aimed at limited participation and open access via the web. There is even the prospect that MOOC may break down the existing university system and open a new horizon of education. However, MOOC is going differently from the first prospect that it would threat the existing higher education institutions. So this study wishes to provide a starting point of discussion that we can produce and utilize MOOC to fit our situation of higher education by revealing the inherent problems of MOOC. MOOC is a basically online education, so that it cannot help inheriting the essential weakness of the existing one: the interaction, supervision and evaluation. The newly added concept `massive` raises the problem of class size which is the most sensitive part in the field of education. The concept `open` reverses a customized education because MOOC is a kind of video clips of a lecture for unspecific massive learners. As a conclusion, we predicts that MOOC will be positioned as a higher education service for very prominent learners in self-led learning ability and people who cannot access even traditional online higher education institutions. Also MOOC is highly likely to be used as a means of Flipped Learning in universities. Therefore, considering these points in the future, we need to develop MOOC to suit these targets.
MOOC;online course;university revolution;cyber university;customized education;
 Cited by
LINC사업의 기업지원 프로그램에 대한 만족도와 효과성에 대한 융·복합 영향요인 연구,여석호;

디지털융복합연구, 2016. vol.14. 11, pp.13-26 crossref(new window)
플립러닝학습법(Flipped learning)이 응급구조과 학생의 자기주도적 학습능력, 학업성취도에 미치는 효과에 관한 연구,이영아;김효실;

한국응급구조학회지, 2016. vol.20. 2, pp.99-111 crossref(new window)
초·중등교육에서의 플립러닝 연구사례 분석,이정민;박현경;

디지털융복합연구, 2016. vol.14. 8, pp.19-36 crossref(new window)
A Study on Cases for Application of Flipped Learning in K-12 Education, Journal of Digital Convergence, 2016, 14, 8, 19  crossref(new windwow)
J. M. Kim, W. K. Lee, Y. Yong, Revitalization methods of online courses for linkage with korean mooc. Research Report of the Ministry of Education, 2014.

MPD, "K-MOOC service comes", MONOFIX,, 2015.

UPenn GSE, "Penn GSE study shows MOOCs have relatively few active users, with only a few persisting to course end",, 2013.

J. H. Lim, "A new paradigm of education: flipped learning, opportunity or threat?", Korean Medical Education Review, Vol. 16, No. 3, pp. 132-140, 2014. crossref(new window)

M. Rohs, M. Ganz, "MOOCs and the claim of education for all: A Disillusion by empirical data", International Review of Research in Open and Di[12]tributed Learning, Vol. 16, No. 6, 2015.

G. Fischer, "Beyond hype and underestimation: identifying research challenges for the future of MOOCs", Distance Education, Vol. 35, No. 2, pp. 149-158, 2014. crossref(new window)

F. M. Hollands. D. Tirthali, "Why do Institutions offer MOOCs?". Online Learning, Vol. 18, No. 3, 2014.

J. G. Mazoue, "The MOOC model: challenging traditional education",, 2014.

L. Yuan, S. Powell, "MOOCs and open education: Implications for higher education", Cetis White Paper,,2013.

K. Jordan, "Initial trends in enrolment and completion of massive open online courses", The International Review of Research in Open and Distance Learning, Vol. 15, No. 1, pp. 133-169, 2014.

D. Colman, "MOOC Interrupted: top 10 reasons our readers didn't finish a massive open online course", Open Culture., 2013.

C. Gutl, R. H. Rizzardini, V. Chang & M. Morales, "Attrition in MOOC: lessons learned from drop-out students. In learning technology for education in cloud", MOOC and Big Data, pp. 37-48. Springer International Publishing, 2014.

A. Fini, "The technological dimension of a massive open online course: The case of the CCK08 course tools.", International Review of Research in Open and Distance Learning, Vol. 10, No. 5, pp. 1-26, 2009.

R. C. Barr, "Bioelectricity-AQA, one of the first MOOC courses in Engineering", Proceedings of Annual International Conference of the IEEE Engineering in Medicine and Biology Society, pp. 1805-1808, 2014.

J. Daniel, "Open learning and/or distance education: which one for what purpose?", In K. Harry (Ed), Higher education through open and distance learning, pp. 292-298, London: Routledge and Commonwealth of Learning, 1999.

J. Baggaley, "MOOCS: Digesting the facts", Distance Education, Vol. 35, No. 2, pp. 159-163, 2014. crossref(new window)

M. Y. Kim, Analysis of Financial Variables of Private Universities Affecting the Quality in University, Ph. D. Thesis, Department of Education Graduate School, Yeungnam University, 2014.

KHEI, Statistics of the Institute for University Education, 2014-15 No. 8 (Total No. 27), Institute for University Education, 2015.

R. Kop, H. Fournier, J. Mak, "A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses", The International Review of Research in Open and Distance Learning, Vol. 12, No. 7, pp. 74-93, 2011.

B. H. Lee, "A literature review on the MOOC learners' characteristics", Journal of Educational Technology, Vol. 31, No. 3, pp. 365-399, 2015. crossref(new window)

S. S. Ahn, "A study on postsecondary online learning", Lifelong Learning Society, Vol. 11, No. 1, 2015.

D. Lederman, S. Jaschik, "Survey of faculty attitudes on technology",, 2013.

Y. S. Bae, W. C. Jun, "A study on analysis of current status and improvement suggestions for massive open online course", Journal of the Korea Institute of Information and Communication Engineering, Vol. 18, No. 12, 2014.

B. H. Gu, S. J. Heo, H. S. Lee, C. S. Kim, "An effectiveness analysis of the flipped learning utilizing MOOC", Journal of Korean Institute of Intelligent Systems, Vol. 14, No. 2, 2014.

Sonicfoundry, "Just flip it: From the front lines of the flipped classroom",, 2014.