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Massive Online Open Courses and Higher Education Policy in Iran

Amini Abarghouie, Mohammd Ali | 2022

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  1. Type of Document: M.Sc. Thesis
  2. Language: Farsi
  3. Document No: 55115 (44)
  4. University: Sharif University of Technology
  5. Department: Management and Economics
  6. Advisor(s): Miremadi, Iman; Honarvar, Ruhollah
  7. Abstract:
  8. The digital age and its interlace with the pandemic has led to rapid changes in various institutions, including higher education. One of the factors that changes higher education is the expansion of E-learning and Massive Online Open Courses (MOOCs). Although about 15 years have passed since its creation, the pandemic has expanded the E-learning infrastructure and given it more attention, so that now everyone Confesses the possibility of distance education. On the other hand, although the development of MOOCs platforms and their considerable acceptance has attracted the attention of higher education professors and future researchers in this field, it is not properly considered by the country's top policymakers. They believe that post-pandemic higher education is similar to pre-epidemic. The purpose of this study is 1) to study the current situation of Iran’s higher education system to confront various types of E-learning, especially MOOCs, and 2) to provide policies for higher education policymakers at various levels. This study was performed using the thematic analysis method. The analytical framework of the research is a quadruple model of policy analysis. Data collection was done through semi-structured interviews with stakeholders and study of policy documents.The results show that 1) stakeholders believe that all types of E-learning, especially MOOCs, will continue to work as a sustaining innovation beside higher education. 2) The technologies of practical courses in the world have not been developed enough, and as a result, distance education will be used mainly in theoretical courses. 3) One of the reasons why MOOCs are not replaced by higher education is the focus on degree rather than ability in the public and private sectors, and another factor is the low growth of knowledge-based companies as customers of MOOCs learners.In the last five years, especially during the epidemic, there have been opportunities and threats for the development of MOOCs, which we stated in this study.Policymakers also need to confront E-learning, especially MOOCs, such as 1) putting the issue on the agenda of councils and senior policymakers, 2) redefining the role of teachers from educator to facilitator, 3) creating short courses leading to a degree or certification, 4) redefining the administrative structure of universities and consider telecommuting to reduce costs, 5) facilitate the use of abroad courses based on E-learning for students, 6) Facilitate private sector cooperation and higher education to provide MOOCs internationally and capture the Middle East market and 7) following new higher education innovations and technologies in the field of E-learning.
  9. Keywords:
  10. Higher Education ; Training Period ; Policy Making ; Electronic Learning ; Massive Online Open Courses (MOOCs)

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