Employing Software Agents and Constructivism to make Massive Open Online Courses more student-oriented

This paper aims at reviewing and applying constructivism, as a learning theory, in the design and development of automated technologies for Massive Open Online Courses in higher education. Although new in the field of online education, these courses hold the promise of ensuring many people get access to higher education. As it promises many advantages, its multiple challenges also lurk around. Applying the right learning theories would provide a platform that delivers a learning environment which is both automated (to account for the high number of users) and personalized. The methodology uses big data technologies and natural language processing skills to provide quality interaction between platform and student. A review of the types of MOOCs is done, and the challenges of delivery and assessment which limits its recognition as a standard means of education. Then, the use of software agents is explored to accommodate for the stream of big data generated by the high number of students. Learning theories and styles, which are relevant in the design of these courses, are also discussed. Finally, a model is proposed which employs software agents and constructivism (as a learning theory) to make massive open online courses more student-oriented.