A critical review of literature that examines the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries.
MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues.
Until now, designing a MOOC has not yet fully considered applications in non native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS.
Publication Date: January 2017
