"Successfully organizational, methodological and pedagogical approaches to Lifelong Learning programs in the United States" Presentation at ITEA-2013, IRTC, Kyiv, Ukraine http://itea-conf.org.ua/2013/

1. Successfully organizational,
methodological and pedagogical
approaches to Lifelong Learning
programs in the United States.
International Conference “New Information
Technologies in Education for All: Lifelong Learning”
26 November 2013
Katerina Slipenyuk, MBA
Junior Associate/Professor’s assistant,
Precedent Academics

2. Constant rise of online educational
programs in the USA over the past 10 years
More than 6.7 million of students have taken at least
one online course in the fall of 2011, which adds up to
32% from the total student enrollment
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3. Compound annual growth rate of on-line
education is 17.3% during the last 10 years,
while increase in overall student enrollment
averages to only 2.6%
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4. What are the reasons for such growth?
Flexibility, effectiveness and variety of online
methodological approaches
Massive Open
On-line Courses
(MOOCs)
Teaching through
feedback in oneon-one communication
with instructor
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5. Massive Open Online Courses (MOOC)
O Coursera, Udacity, Mitx, Edx – Organizations, partnering
with multiple institutions that create online platform for
FREE course enrollment and distribution.
O MOOCs had exploded into the academic consciousness
in summer 2011,
when a FREE artificial-intelligence
course offered by Stanford
University in California
attracted 160,000 students from
around the world.
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6. Coursera.org
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5,520,530 registered users, 542 courses, 107 partner universities

7. Massive Open Online Courses (MOOC)
O Resources – video and audio lectures, online
libraries with journals and books.
O Structure – discussions, papers, quizzes
O Evaluation – quizzes – checked
automatically, papers – students grade
several other papers and average is
estimated.
O Role of instructor – set positive tone, ensure
that discussion is going in the right direction,
monitor inappropriate language and
plagiarism.
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8. 8

9. Massive Open Online Courses (MOOC)
Advantages for
Universities
O Demand evaluation
O Promotion and
attraction of the
students to the paid
courses
O Opportunity for the
students to try online
format
Questions for
students
O Is MOOC certificate
recognized by the
employers?
O How MOOC course
fits into higher
education degree?
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10. Plans for MOOCs
Have
MOOC
2,6%
At the
planning
stage 9,4%
Do not plan
to introduce
32,7%
Undecided
55,4%
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11. “Young people are interested and ready to invest
time in education for a better quality of life. On-line
education and MOOCs will take different shape in
the near future and will influence overall approach
to teaching”, as was discussed during
RevolutiOnline.edu round table a part of World
Economic Forum in Davos organized by Victor
Pinchuk Foundation in the beginning of 2013.
http://pinchukfund.org/ru/news/8709/?clear_cache
=Y
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12. Teaching through feedback in one-to-one
interaction with instructor
Northcentral University
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13. Grading vs. Feedback
Grading is providing information about
performance on a specific assignment. It
consists of giving a grade, indicating aspects
of an assignment that are correct and
incorrect, and making some corrections.
Feedback encompasses grading, but its
primary purpose is to impact a student’s
knowledge, skills, and dispositions so that
work on future assignments is better than it
would have been without the feedback.
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14. Steps to provide quality feedback
1. Requirements of the assignment are specific and
instructor is well familiar with them.
2. Form a mental picture of a student and understand
at what level a student is currently standing.
Feedback takes a student from the present to the
future, from current knowledge, skills, and attitudes
to a next level.
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15. Steps to provide quality feedback
3. Feedback helps students understand
strengths and weaknesses of their work, it
can affirm student strengths and
accomplishments, explain weaknesses and
deficiencies, and describe characteristics of
good work commensurate with meeting
learning outcomes.
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16. Steps to provide quality feedback
4. Feedback to the student should be
presented in
warm, respectful, engaging, personal and
professional tone. Choose 2-3 specific
teaching points that could be recommended to
a student for improvement.
5. Integrate Feedforward - provide models and
resources that show students how they can
improve, i.e. descriptive feedback with
example of a better writing or reference to a
source that has more information on how to
improve student’s writing.
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17. Conclusion
Massive Open Online Courses and oneto-one teaching through feedback
methodology practiced by Northcentral
University make a strong contribution to
the overall active development of online
education in the USA.
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18. References
Allen I.E & Seaman J. (2013). Changing course: Ten years of
tracking online education in the US. Retrieved from
http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
Barwick, В W. (2007) Views: Does Class Size Matter? Inside Higher
Ed. Retrieved from
http://www.insidehighered.com/views/2007/12/06/barwick
Northcentral Univeristy. (2013) Why Northcentral. Retrieved from
http://www.ncu.edu/
Waldrop, M. (2013). Massive Open Online Courses, aka
MOOCs, Transforming, Higher Education and Science. Scientific
America. Retrieved from http://www.scientificamerican.com
Victor Pinchuk Foundation. (2013) . News. Retrieved from
http://pinchukfund.org/ru/news/8709/?clear_cache=Y
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19. Thank you for your attention!
Questions???
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