IJCAE
International Journal of Contemporary Approaches in Education
IJCAE

Review article | International Journal of Contemporary Approaches in Education 2024, Vol. 3(2) 135-151

Technology Adaptations within Adult Education: MOOCs

Ulaş Yabanova

pp. 135 - 151   |  DOI: https://doi.org/10.29329/ijcae.2024.1100.4   |  Manu. Number: MANU-2412-30-0010

Published online: December 30, 2024  |   Number of Views: 6  |  Number of Download: 19

Save PDF

Abstract

In today's world, education has become a lifelong activity rather than an activity carried out in certain periods of life. The rapid change in technology has brought about rapid and radical transformations in all areas of life. These transformations have been realized in short periods of time in a way that has never been seen before in human history. For social development, and economic and social progress, societies have had to acquire competencies to cope with these rapid transformations and lifelong learning has become increasingly important. In order to cope with this rapid transformation created by technology, technology has been used again and lifelong education processes of individuals have been carried out largely by using educational technologies. This study focuses on the adult education process, which is the most important component of lifelong learning. In the adult education process, Massive Open Online Courses (MOOC) applications, which have left their mark on the field of educational technology in recent years, are discussed. This technology, which has been frequently used in the adult education process in recent years, has been compiled by examining the studies in the literature.

Keywords: Adult Education, Educational Technology, MOOCs

How to Cite this Article?

APA 6th edition
Yabanova, U. (2024). Technology Adaptations within Adult Education: MOOCs . International Journal of Contemporary Approaches in Education, 3(2), 135-151. doi: 10.29329/ijcae.2024.1100.4

Harvard
Yabanova, U. (2024). Technology Adaptations within Adult Education: MOOCs . International Journal of Contemporary Approaches in Education, 3(2), pp. 135-151.

Chicago 16th edition
Yabanova, Ulas (2024). "Technology Adaptations within Adult Education: MOOCs ". International Journal of Contemporary Approaches in Education 3 (2):135-151. doi:10.29329/ijcae.2024.1100.4.
References
  1. Akpınar, B. (2010). Transformatif öğrenme kuramı: Dönüşerek ve değı̇şerek öğrenme. Anadolu University Journal of Social Sciences, 10(2), 185–198. [Google Scholar]
  2. Alhazzani, N. (2020). MOOC’s impact on higher education. Social sciences & humanities open, 2(1), 100030. [Google Scholar]
  3. Armakolas, S., Panagiotakopoulos, C., & Massara, C. (2015). Self-regulated learning and the learning environment in Distance Education. International Conference in Open and Distance Learning, 8(2). [Google Scholar]
  4. Bedrule-Grigoruţa, M. V., & Rusu, M. L. (2014). Considerations about e-learning tools for adult education. Procedia-Social and Behavioral Sciences, 142, 749-754. [Google Scholar]
  5. Borrella, I., Caballero-Caballero, S., & Ponce-Cueto, E. (2022). Taking action to reduce dropout in MOOCs: Tested interventions. Computers & Education, 179, 104412. https://doi.org/10.1016/j.compedu.2021.104412 [Google Scholar] [Crossref] 
  6. Brakoniecki, D., Bednarz, J., & Respondek, A. (2022). Electronic Platform For Adult Learning in Europe–EPALE. In P. Poszytek, D. Brakoniecki, R. Romaniuk, A. Kordonska, R. Kordonski (Eds.), Contemporary challenges in education. Foundation for the Development of the Education System. [Google Scholar]
  7. Brinia, V., & Ntaflou, S. (2015). Teaching techniques: The opinion of teachers in second chance schools and evening education schools in the greek district of Ioannina. Journal of Education and e-learning Research, 2(2), 28-34. [Google Scholar]
  8. Bülbül, S. (1991). Yetişkin eğitimi. Eskişehir: AÜ AÖF Yayınları. [Google Scholar]
  9. Castellanos-Reyes, D. (2021). The dynamics of a MOOC’s learner-learner interaction over time: A longitudinal network analysis. Computers in Human Behavior, 123, 106880. https://doi.org/10.1016/j.chb.2021.106880 [Google Scholar] [Crossref] 
  10. CE (2020). Achievements under the Renewed European Agenda for Adult Learning. Luxembourg: Publications Office of the European Union. [Google Scholar]
  11. Christensen, G., Alcorn, B., & Emanuel E. J. (2014). MOOCs won’t replace business schools – they’ll diversify them. Harvard Business Review Blog Network. [Google Scholar]
  12. Class Central (2024). 262K Courses, 833M Enrollments: Breaking Down Udemy’s Massive Catalog. https://www.classcentral.com/report/udemy-by-the-numbers [Google Scholar]
  13. Daza, V., Makriyannis, N., & Rovira-Riera C. (2013). MOOC attack: closing the gap between pre-university and university mathematics. Open Learn, 28:227–38. [Google Scholar]
  14. Deveci, T. (2021). Yetişkin eğitimi teorileri. Ankara: Sınırsız Eğitim ve Araştırma Derneği Yayınları. [Google Scholar]
  15. Downes, S. (2005). An introduction to connective knowledge. Media, Knowledge & Education, Hug, T. (Eds.). [Google Scholar]
  16. Downes, S. (2008). Places to go: Connectivism & connective knowledge. Innovate: Journal of Online Education, 5(1), 6. [Google Scholar]
  17. Duman, A. (1999). Yetişkinler Eğitimi. Ütopya Yayınevi, Ankara. [Google Scholar]
  18. Emanuel, E. J. (2013). MOOCs taken by educated few. Nature, 503:342. [Google Scholar]
  19. EPALE (2024). Electronic Platform for Adult Learning in Europe. https://epale.ec.europa.eu [Google Scholar]
  20. Freire, P. (1991). Ezilenlerin pedagojisi. (D. Hattatoğlu, ve E. Özbek, Çev.) İstanbul: Ayrıntı Yayınevi. [Google Scholar]
  21. Freire, P. (2019). Özgürlüğün pedagojisi: Etik, demokrasi ve medeni cesaret. Yordam Kitap. [Google Scholar]
  22. Frolova, E. V., Rogach, O. V., & Ryabova, T. M. (2020). Digitalization of education in modern scientific discourse: new trends and risks analysis. European journal of contemporary education, 9(2), 313-336. [Google Scholar]
  23. Gaebel, M. (2013). EUA occasional papers: MOOCs – Massive Open Online Courses. European University Association. [Google Scholar]
  24. Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical teacher, 38(10), 1064-1069. [Google Scholar]
  25. Gomez, M. J., Caldero´n, M., Sa´nchez, V., Clemente, F. J. G., & Ruipe´rez-Valiente, J. A. (2022). Large scale analysis of open MOOC reviews to support learners’ course selection. Expert Systems With Applications, 210, 118400. https://doi.org/10.1016/j.eswa.2022.118400 [Google Scholar] [Crossref] 
  26. Gonzales, J. L. A., Castillo, B. S. A., Pauca, M. J. V., & Chavez, M. del R. C. (2022). Educational technology applied to adult education. International Journal of Health Sciences, 6(S1), 142-148. https://doi.org/10.53730/ijhs.v6nS1.4758 [Google Scholar] [Crossref] 
  27. Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning: Global Perspectives, Local Designs (pp. 4-21). Pfeiffer Publishing. [Google Scholar]
  28. Kaya, H. E. (2010). Avrupa birliği yaşam boyu öğrenme ve yetişkin eğitimi politikaları (Doctoral dissertation). Retrieved from the Council of Higher Education National Thesis Center. (Thesis Number: 279923). [Google Scholar]
  29. Kaya, H. E. (2014). Küreselleşme sürecinde yaşam boyu öğrenme ve yetişkin eğitimi gerçeği. Akademik İncelemeler Dergisi, 9(2), 91-111. [Google Scholar]
  30. King,   K. P. (2002). Educational technology Professional development as transformative learning        opportunities. Computers & Education, 39(3), 283-297. [Google Scholar]
  31. Knowles, M. S. (1980). The modern practice of adult education: from pedagogy to andragogy. Cambridge, New York. [Google Scholar]
  32. Knowles, M. S., Holton, E. F. III, & Swanson, R. A. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). Oxford and Burlington, MA: BH. [Google Scholar]
  33. Knowles, M. S., Holton, E. F. III., Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9780429299612 [Google Scholar] [Crossref] 
  34. Liu, M., Kang, J., & McKelroy, E. (2015). Examining learners’ perspective of taking a MOOC: reasons, excitement, and perception of usefulness. Educational Media International, 52(2), 129-146. https://doi.org/10.1080/09523987.2015.1053289 [Google Scholar] [Crossref] 
  35. Liyanagunawardena, T. R., & Williams, S. A. (2016). Elderly learners and massive open online courses: A review. Interactive Journal of Medical Research, 5(1). https://doi.org/10.2196/ijmr.4937 [Google Scholar] [Crossref] 
  36. Longworth, N. (2003). Lifelong Learning in Action - Transforming Education in the 21st Century. Kogan Page. [Google Scholar]
  37. Lukas, W., & Teslar, E.  (2013). Aile Hekimliği Eğitimi. (Aktürk, Z., & Acemoğlu, H.) Anadolu Ofset. [Google Scholar]
  38. Matsiola, M., Dimoulas, C., Kalliris, G., & Veglis, A. A. (2015). Augmenting user interaction experience through embedded multimodal media agents in social networks. In Social media and the transformation of interaction in society (pp. 188-209). IGI Global. [Google Scholar]
  39. Mayo, P. (2012). Özgürleştiren praksis. (Aksoy, H. H. & Aksoy, N., Çev), Ankara: Dipnot. [Google Scholar]
  40. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. Jossey-Bass. [Google Scholar]
  41. Mezirow, J. (1996). Faded Visions and Fresh Commitments: Adult Education’s Social Goals. AAACE. [Google Scholar]
  42. Mezirow, J. (1998). On critical reflection. Adult Education Quarterly, 48(3):185-198. [Google Scholar]
  43. Mezirow, J. (2000). Learning toThink Like an Adult: Core Concepts of TransformationTheory. In Mezirow and Associates. Learning as Transformation, 3–34 [Google Scholar]
  44. Neiderhauser, D. S., & Lindstrom, D. L. (2006). Addressing the NETS for students through constructivist technology use in K-12 classrooms. Journal of Educational Computing Research, 34(1), 91–128. [Google Scholar]
  45. Nicolaou, C. (2021). Development of business through the internet and social media: The professional use of audiovisual media technologies through strategic tactics and practices. In Handbook of research on IoT, digital transformation, and the future of global marketing (pp. 193-211). IGI Global. [Google Scholar]
  46. Nicolaou, C. (2022). Information and communications technologies through technology-enhanced learning in adult education: The re-approach of the adult educator and the adult learners. In Technology training for educators from past to present (pp. 73-94). IGI Global. [Google Scholar]
  47. OECD (2000). Where are the Resources for Lifelong Learning?. OECD Publishing, Paris, https://doi.org/10.1787/9789264061439-en [Google Scholar] [Crossref] 
  48. Okçabol, R. (2006). Halk eğitimi (Yetişkin eğitimi). Ankara: Ütopya Yayıncılık. [Google Scholar]
  49. Ömer, A. (2022). Yetişkin eğitiminde bir kavram üç kuram: öz-yönlendirmeli öğrenme. Medeniyet Eğitim Araştırmaları Dergisi, 6(1), 1-22. [Google Scholar]
  50. Papadakis, S. (2023). MOOCs 2012-2022: An overview. Advances in Mobile Learning Educational Research, 3(1), 682-693. https://doi.org/10.25082/AMLER.2023.01.017 [Google Scholar] [Crossref] 
  51. Parrish, B., & Johnson, K. (2010). Promoting learner transitions to postsecondary education and work: Developing academic readiness skills from the beginning. Center for Applied Linguistics. [Google Scholar]
  52. Podara, A., Giomelakis, D., Nicolaou, C., Matsiola, M., & Kotsakis, R. (2021). Digital storytelling in cultural heritage: Audience engagement in the interactive documentary new life. Sustainability, 13(3), 1193. [Google Scholar]
  53. Polson, C.J. (1993). Teaching adult students. Idea Paper No. 29. Center for Faculty Evaluation and Development. [Google Scholar]
  54. Powell, S., & Yuan, L. (2013). MOOCs and open education: Implications for higher education. [Google Scholar]
  55. Rogers, A. (1996). Teaching adults. Open University Press. [Google Scholar]
  56. Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25–40). Lawrence Erlbaum Associates, Inc. [Google Scholar]
  57. Sideris, D., Karakatsoulis, D., Kalles, D., & Xenos, Μ. (2018). Applying a mooc as a preparatory course for first-year students in computer science. Methodology, 13(14), 15. [Google Scholar]
  58. Sideris, D., Vaikousi, D., & Kalles, D. (2023). Adult learners' perceptions about MOOC technologies in Adult Education.  The Journal for Open and Distance Education and Educational Technology, 19(1), 8-28. [Google Scholar]
  59. Siemens, G. (2005). Connectivism: a learning theory for the digital age. Int J Instr Technol Dis Learn 2:1–8. [Google Scholar]
  60. Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? Open educational resources: Innovation, research and practice. R. McGreal, W. Kinuthia, S. Marshall & T. McNamara (Eds.). Commonwealth of Learning. [Google Scholar]
  61. Sivan, A., & H. Ruskin. (2000). Leisure education, community development and populations with special needs. New York: CABI Publishing. [Google Scholar]
  62. Solcova, J., Tokovska, M. & Seben Zaťkova, T. (Eds.) (2024). Active Education in older adults with use of smart technologies. Belianum. UMB Banska Bystrica. [Google Scholar]
  63. Spyropoulou, N., Demopoulou, G., Pierrakeas, C., Koutsonikos, I., & Kameas, A. (2015). Developing a computer programming MOOC. Procedia Computer Science, Proceedings of the International Conference of Communication Management and Information Technology, 65, 182-191. [Google Scholar]
  64. Thorpe, M., Edwards, R., & Hanson, A. (1993). Culture and processes of adult learning. Routledge. [Google Scholar]
  65. Titmus, C., Buttedahl, P. G., Ironside, D. J., & Lengrand, P. (1979). Terminology of adult education:Terminología de la educación de adultos:Terminologie de l'éducation des adultes. UNESCO: United Nations Educational, Scientific and Cultural Organisation. France. [Google Scholar]
  66. Uzaktan Eğitim Kapısı (2024). Türkiye Cumhuriyeti Cumhurbaşkanlığı İnsan Kaynakları Ofisi Uzaktan Eğitim Kapısı. Erişim: uzaktanegitimkapisi.cbiko.gov.tr [Google Scholar]
  67. Yazar, T. (2012). Yetişkin eğitiminde hedef kitle. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 4(7), 21-30. [Google Scholar]
  68. Yiğit, E. (2022). Yetişkin eğitimi ve AB projeleri. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 7(2), 228-239. [Google Scholar]
  69. Yousef, A. M. F., Chatti, M. A., Wosnitza, M., & Schroeder, U. (2015). A cluster analysis of MOOC stakeholder perspectives. International Journal of Educational Technology in Higher Education, 12(1), 74-90. [Google Scholar]
  70. Yuan, L., & Powell, S. (2013). MOOCs and open education: Implications for Higher Education: A white paper. JISC cetis, 1-21. [Google Scholar]
  71. Zhang, J., Gao, M., & Zhang, J. (2021). The learning behaviors of dropouts in MOOCs: A collective attention network perspective. Computers & education, 167, 104189. https://doi.org/10.1016/j.compedu.2021.104189 [Google Scholar] [Crossref] 
  72. Zhang, W., & Cheng, Y. L. (2012). Quality assurance in e-learning: PDPP evaluation model and its application. The International Review of Research in Open and Distance Learning, 13(3). https://doi.org/10.19173/irrodl.v13i3.1181 [Google Scholar] [Crossref] 
  73. Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Routledge.   [Google Scholar]
Download
Metric
History
Related

Volume 3 Issue 2

December 2024

All Articles

International Journal of Contemporary Approaches in Education

IJCAE.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2025 - THDSoft e-Journal Management System.