The Massive Open Online Course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are far more sceptical about the impact of MOOCs. Numerous courses are now being offered on a number of different platforms, with participant numbers for some individual courses reaching hundreds of thousands. Expectations are high for what these courses can achieve in terms of opening access, widening participation and cost saving. In this paper we conduct a literature review to examine what is known about MOOCs (both those following the original connectivist model and the more traditionally didactic variety) and what indications there are that they can live up to such expectations. We discuss concerns arising from the review and identify issues including lack of evidence, absence of pedagogy, lack of support and unrealistic expectations particularly on beginner learners.
Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports initial results and experience from developing and presenting a MOOC which provides both "traditional" and supported modes. We present the motivation and objectives for the course, discuss initial results and reflect on lessons learned in the process.
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