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Online education alleviating poverty with innovative teaching and universities

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Frame of Image ality, alleviate poverty, expand the impact of professors, train workers, and simultaneously educate people about cultural differences. 83% of 34,779 surveyed massive open online course (MOOC) students already have a degree, 80% come from the wealthiest and most well-educated 6% of the population, and almost 70% are already employed (Emanuel, 2013). In contrast, 94% of students surveyed in Korea and China are unaware of MOOCs, yet those aware, love them. Improvements are possible through online, open educational resources (OER), whether in the modified simple form of properly prepared videoed classes, or fully interactive, customizable, gradable, certifiable MOOCs. This paper reviews the literature and uses qualitative, participant observer, case study, and interviewing research methodology, with interpretive philosophies, to note lessons learned from the first clear MOOC, and suggestions from Chinese and Korean students, to increase adoption of OERs in non-Western countries, and thus most of the world’s population. Keywords: online education, MOOC, cross cultural education, alleviating poverty, wealth inequality, innovative educators, disruptive innovations
1. Introduction
Learning, related to writing information and passing it on to others, must have started with the invention of Cuneiform writing by Sumerians in 3200BC and the Egyptian hieroglyphics dated back to 3500BC (Famento, 2013). From this point, education has never had so much potential to alleviate poverty as deca


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Title Online education alleviating poverty with innovative teaching and universities
Similar Titles
Material Type Articles
Author(English)

Watts, Sean

Publisher

[Jincheon]:Korea Information Society Development Institute

Date 2015
Journal Title; Vol./Issue Asian Journal of Information and Communications:Vol. 7(No. 2)
Pages 9
Subject Country South Korea(Asia and Pacific)
Language English
File Type Documents
Original Format pdf
Subject Industry and Technology < IT
Social Development < Education
Holding Korea Information Society Development Institute

Abstract

Development of writing by Sumerians in 3200BC, universities starting in 1088, correspondence courses, radio, and TV, all help education (German, 2014, and NA, ND. Wiki MOOC). Decades around 2014 however, have unbelievable potential with education, to improve wealth inequality, alleviate poverty, expand the impact of professors, train workers, and simultaneously educate people about cultural differences. 83% of 34,779 surveyed massive open online course (MOOC) students already have a degree, 80% come from the wealthiest and most well-educated 6% of the population, and almost 70% are already employed (Emanuel, 2013). In contrast, 94% of students surveyed in Korea and China are unaware of MOOCs, yet those aware, love them. Improvements are possible through online, open educational resources (OER), whether in the modified simple form of properly prepared videoed classes, or fully interactive, customizable, gradable, certifiable MOOCs. (The rest omitted)