Online education is a revolution to the educational realm; a now rapidly prevalent paradigm of teaching worldwide. This approach to teaching and learning has been progressively evolving for the past years. Thus, Massive Open Online Courses (MOOCs) has come to view. It is without doubt that MOOC is a gateway to the most “effective and efficient delivery methods of contents and skills globally” (North, Richardson, & North, 2014, p. 69). However, according to Min, Kang, Cao, Lim, Ko, Myers, and Weiss (2014) a concern about how the forthcoming instruction will be, the worth and value of getting a degree, and the effect of technology on how schools should be run have been raised. Aside from these predicaments, learners’ isolation, learners from developing countries who do not gain web connection consistently and “the emergent, fragmented, confusing at times, and self-defined nature of massive open online courses” outstretched challenges to students, teachers, and schools (as cited by McAuley, Stewart, Siemens, and Cormier in Lui et al., 2014, p. 2; Yanez, Nigmonova, Panichpathom, 2015).
Still, despite the negative encounters, MOOC has been viewed significant since it “promotes sharing information worldwide and has created many opportunities for teaching and learning in a variety of disciplines” (North et al., 2014, p. 69). This new paradigm of education is open to any person who is interested and provides education for learners who gain access to the internet (Zhenghao, Alcorn, Gayle, Christensen, Erikson, Koller, & Emanuel, 2015). It cannot be ignored that courses’ schedule flexibility and accessibility; schools and instructors’ credibility; free and revolutionary access to quality learning materials; no geographical limitations; and collaborative learning are some of the many benefits MOOC has in the field of education (Onah, Sinclair, & Boyatt, ; Zhenghow et al., 2015; Sokolova, 2014).
In view of the Philippines with this new discipline of education, it is positively progressing. MOOC has helped the schools such as the University of the Philippines in their curriculum and other Philippine State Universities and colleges. More so, the Department of Education, Commission on Higher Education (CHED) and Philippine Institute for Development Studies (PIDS) have a high esteem for this area since it offers a variety of options to any learner who takes interest in enrolling to any free courses (Iversity, 2013; University of the Philippines Open University, 2016; & PIDS, 2015). It is without argument that MOOC will greatly help facilitate learning, build up careers, and will help shape the educational paradigm of the Philippines in the near future.
In the course of the learners, they are taught to be independent in acquiring the knowledge offered. They may actively involve in the learning process since it is convenient with their chosen time wherever they may be. MOOC will also offer a wider scale of opportunities to explore; engagement to peer support system; immersion of cultural diversity; and imparting the different interactive and collaborative learning materials and tools (North, et al., 2014; Onah et al., 2015). Hence, learners will be enthused to learn more and be better in their chosen fields of expertise.
In a Christian perspective, MOOC can also be used for the furtherance of God’s work. Our Seventh-day Adventist Institutions may offer free courses that will equip and train people to preach the Gospel. Thus, people around the world will break barriers of cultural complexities and be immersed into the depths of God’s love to humanity.
Iversity (2013). MOOC Project to Design Resilient Schools for the Philippines. Retrieved from https://iversity.org/en/pages/mooc-for-philippines
Liu, M., Kang, J., Cao, M., Lim, M., Ko, Y. & Weiss, A.S. (2013). Understanding MOOCs as an Emerging Online Learning Tool: Perspectives From the Students. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0ahUKEwjbn8TmlIPRAhUJUZQKHbdOAtIQFggnMAE&url=http%3A%2F%2Fwww.edb.utexas.edu%2Fliu%2Ffiles%2FMOOC_Study1_final.docx&usg=AFQjCNFDjUNQ9ao2SB8a-UEXtigfErUJxg
North, Richardson, & North (2014). To adapt MOOCS, or not? That is no longer the question. Universal Journal of education Research, 2(1), 69-72
Onah, D. F., Sinclair, J., & Boyatt, R. (2014). Exploring the use of MOOC discussion forums. In Proceedings of London International Conference on Education, pp. 1-4
Philippine Institute for Development Studies (2015). Massive Open Online Courses: A prmier for Philippine State Universities and colleges. Retrieved from http://dirp3.pids.gov.ph/websitecms/CDN/PUBLICATIONS/pidsdps1547.pdf
Sokolova, S. (2014). What are the advantages of MOOC and how can you benefit fromthem? Retrieved from https://www.linkedin.com/pulse/what-advantages-moocs-benefits-from-them-siyana-sokolova
University of the Philippines Open University (2016). UPOU to offer MOOC on Philippine Arts and Culture. Retrieved from http://www.upou.edu.ph/188-upou-to-offer-moocs-on-philippine-arts-and-culture
Yáñez,C.,Nigmonova, D., Panichpathom, W. (2015). DeMOOCratization of Education?: Massive Open Online Courses (MOOCs) and the opportunities and challenges for developing countries. Retrieved from http://repository.graduateinstitute.ch/record/286962/files/MOOCs_Full_Final.pdf
Zhenghao, C., Alcorn, B., Christensen, G., Erikson, E., Koller, D., & Emanuel, E. (2015). Who’s benefiting from MOOCs, and why. Retrieved from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why