JENNIFER CHRISTINE CLASARA FAJARDO
Massive open online courses (MOOCs) entered the education landscape almost a decade ago. Described to be disruptive technologies, MOOCs penetrated the realm of education with the promise of providing access to education to more people at their own pace and time. Kim (2015) alluded that even though MOOCs may not live up to its initial hype and educators are still trying to figure out the best way to use them, there is no doubt that they are an important innovation with the potential to have a large impact. Since then, research studies in and on MOOCs have and are continuously exploring its various aspects from design, pedagogy, quality, and sustainability, to name a few.
One of the critiques (and challenges) of MOOCs is the aspect of evaluation. MOOCs continue to face dilemmas pertaining to evaluation like assessment types and grading and cheating. The purpose of this brief paper is to examine and categorize (into major themes) the challenges in evaluation, specifically in assessment among MOOCs.
Results showed that assessment in MOOCs still continue to face challenges, however, more actions and solutions are already being implemented to overcome these barriers.