Introduction
UMUC online component for distance learning continues to make progress in the modern circumstances, where virtual classrooms dominate the preferred modes of study. To this end, the Directorate of Online Teaching Projects recommends progression into the next phase to complete research on the introduction of Massive Open Online Courses (MOOCs) at UMUC. This memo presents the summary of MOOC feasibility projections for your presentation to UMUC management as a request for funding of research on MOOC project.
Background Information and History of the Problem
You will benefit from a background brief on the origin of this memo touching on Introduction of MOOCs at UMUC. The advent of the information age complements the current civilization characterized by astronomical consumption of technology. Synonymous to this feature, tremendous changes in management of various sectors of the society continue to shape technology demand.
Computerization of systems during the information civilization facilitates remote management of activities with profound levels of efficiency. Benefits accruing from the introduction of remote computer management support education with remarkable enhancement.
With increased uptake of distance learning platforms by higher education students, online solutions imply that the benefits associated with real time management introduce impressive results. Using relevant observations by Lai and Lin (2013) to project such systems at UMUC, the Online Teaching Projects Directorate illustrates direct acquisition of an integral solution for future growth of the institution.
Technology at the helm of research and academic processes forms vital lessons for the University and indeed among elite learning institutions in the country. Aware of the significance of technology in the development of UMUC, the management instituted the Online Teaching Projects concept.
Following drastic changes in the technology industry, successes of online learning solutions in other institutions inform the directorate in advising UMUC to proceed to project actualization. To this end, the directorate provides the office of the president with the following account of preliminary justifications on the need to roll out the MOOC project.
The Problem
Remote learning programs previously offered by UMUC have experienced dramatic changes under continued evolution in education demand patterns (Simsek, 2005). Introduction of online learning as initially adopted by universities comprised of degree programs that required students to pay for the services. Limitations by capacity and costs blocked a huge number of learners willing to take up university courses.
The evolution mentioned above led to the consideration of unlimited access to online learning. The management at UMUC contemplated joining the elite category of universities offering the MOOC learning platform for its growing worldwide population of students.
After getting instructions to develop a roadmap to MOOCs actualization, your office instructed the Directorate to conduct a preliminary search on the way forward. To this end, this memo presents the preliminary findings on the position of carrying out research to establish a MOOCs component.
The Project
The office of the President delegated preliminary search on MOOCs feasibility, to the Directorate of Online Teaching Projects. Preliminary searches as illustrated below support the University’s projections of reaching worldwide prominence as a leader in learning and research. To this end, the findings of Directorate of Online Teaching Projects advice your office to consider the following information in advising the management team.
Significance
MOOCs provide an opportunity to the massive online community to access university education on various courses free of charge. The significance of this platform extends beyond marketing the university through an invitation to students to sample the teaching prowess of the University’s teaching staff. It captures the attention of the global community and invokes a learning interest around the world.
Expanding knowledge consumption improves the quality of career for various professionals in need of such information (Diamond, 2012). Equally, offering free lectures to massive classes in real-time around the world enhances integration through education. Impact assessment may not provide direct quantification of the outcomes and proposal of research offers the solution.
As such, the Directorate believes that the results justify the effort in myriad interpretations of the project. In a summarized estimation of the significance of MOOCs, preliminary searches support the next phase of conducting research to unravel the outcomes.
Benefits
The University stands to benefit directly in terms of management of its resources in attaining its corporate structure on cost-benefit analysis. Firstly, marketing of its brand as a technologically advanced institution with expertly designed programs augurs well with supporting future growth. In line with presenting UMUC as a preferred world-class institution with a global appeal, the University must adopt nearly all innovative opportunities.
In devising innovative ways of keeping in touch with technology, MOOCs offer an opportunity to capture global trends in learning and research interactions. Diamond (2012, para. 10) observes that “colleges offering massive online courses say this is not that different from public lectures offered on campus, except this is happening on a larger scale”.
As highlighted above, the expansion of the classroom to unlimited numbers enables sharing of resources, which further encourages research to improve humanity. Increased number of students implies that online solutions open the potential of learning to enjoy the benefits of synergy, unhindered by capacity issues.
In addition, the University will make an impact in improving the interpretation of academics across the borders of financial ability. By breaking the barriers of financial ability to afford university courses, MOOCs offer a leeway to financially challenged but bright students.
Additionally, MOOCs capture the young generation of learners that identities with technology. The current generation of youthful learners associates with technology, for instance online interactions better than the previous generations. Their acquaintance with technology platforms enables learning to invoke interest among the youth.
Such a concept enables education to device consumer-driven approach in developing education structures. Supplementing MOOCs with other distance learning platforms ensures that the education industry raises interaction among learners across the world.
As Anderson (2013) notes, enhancement of the MOOCs through the introduction of a fee to provide certification may change the range of modern learning opportunities. The lingering question remains on the verification procedures and elimination of online cheating. Anderson (2013, para. 3) accounts for growth in the observation that “…the new certificates reflect a craving for academic legitimacy among legions of learners worldwide…”
Preliminary Research
The research proposal supported by this memo will find sufficient information on implementation of the research on MOOCs project. As fact finding missions will establish, the project will find sufficient structure and resources projections for the project from currently functional MOOC systems.
As Lindgren and McDaniel (2012) point, consideration of other online platforms offered by prominent institutions of higher learning illustrates high success outcomes. A few issues on suitability of the MOOCs raised by Blumenstyk and Carlson (2012, para. 4) touch on lack of clarity “even to those lining up to push for college reinvention”.
Preliminary findings illustrate the possibility of exponential uptake of MOOCs offered by only a few universities in the country. Major MOOCs pioneering universities in the US offering free courses include Harvard, Stanford and Massachusetts Institute of Technology.
Diamond (2012, para. 3) reckons that “these online courses are revolutionizing higher education as they give students free access worldwide to content and faculty offered by elite colleges”. The case of Georgian universities success with MOOCs, as Diamond (2012) observes forms a vital reference for adoption at UMUC.
To this end, this memo proposes that part of the research dedicates a fact-finding component among these institutions. Equally, establishment of closer cooperation than currently enjoyed will enhance the success of the project and other online teaching programs (Lai and Lin, 2013).
Equally, the current trends of global integration illustrate continued connectivity and interaction among global communities. To this end, the University will tap from the opportunity to make relevant contributions to the integrated education patterns as Blumenstyk and Carlson (2012) observed.
The authors reckon that the future of simplified education solutions using technology will continue to find a ready student population. The authors reckon “but for others: less-wealthy, less-prepared students who are increasingly cut off from the dream of a traditional college education” in Blumenstyk and Carlson (2012, para. 6). Increased uptake of MOOCs across the world and growing demand elevates the University’s development agenda on the right path.
Work Plan and Schedule
The memo proposes the following simplified work plan that the Directorate will implement if so directed. Working closely with the current infrastructure of distance learning, the University will easily build on the established industry knowledge.
To this end, the proposed project will fall within estimated capacity of the University, with benefits of sufficient technical knowhow and industry terrain. Within the next eleven months, the university can produce the proposed research report as illustrated in the tabulated schedule below as Table 1.
Table 1: Work plan schedule
The memo identifies the proposed research objectives that fall in line with UMUC’s vision and mission. Adoption of the decision to proceed with research on MOOCs at the University will enable the management to offer excellence in education through technological solutions.
Results: Objectives and Outcomes
This project will facilitate establishing UMUC as a leading open university aiming at providing the best education solutions through online platforms. In view of the projected outcomes of the research proposed by this memo, the University will enrich its profile as a leading online academic destination.
Maintaining a steady online presence will facilitate the marketing of UMUC to learners across the world. Upon completion of the research, this memo projects that the outcomes identified justify its recommendation. The memo recommends that you advice the university’s management to implement the research phase of the MOOCs project.
References
Anderson, N. (2013). Online college courses to grant credentials, for a fee. Web.
Blumenstyk, G. & Carlson, S. (2012). For whom is college being reinvented? Web.
Diamond, L. (2012). Open online classes transform Georgia colleges. Web.
Lai, Y. & Lin, J. (2013). Harnessing collaborative annotations on online formative assessments. Educational Technology & Society, 16(1), 263–274.
Lindgren, R. & McDaniel, R. (2012). Transforming online learning through narrative and student agency. Educational Technology & Society, 15(4), 344–355.
Simsek, N. (2005). Perceptions and opinions of educational technologists related to educational technology. Educational Technology & Society, 8(4), 178-190.