A classroom at home: children and the lived world of MOOCs

Yin, Yin; Adams, Catherine; Goble, Erika; Vargas-Madriz, Luis Francisco

doi:10.1080/09523987.2015.1053287

Cited by 8 publications

(12 citation statements)

References 6 publications

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“…As far as the motivation level of K-12 students is concerned, the analysis of conducted research on K-12 MOOCs identified that there are both external and internal motivating factors for students to enroll and actively participate in a K12 MOOC, with varying outcomes of the course interactions and experiences (Koutsakas, 2018;Nigh et al, 2015). Additionally, Yin et al (2015) found that MOOCs provide young students with learning experiences that they would not have the opportunity to acquire in other educational environments.…”

Section: Research On K12 Moocsmentioning

confidence: 99%

“…This growing trend on MOOCs began to touch educational levels lower than those of higher education only after 2013 (Yin, Adams, Goble, & Madriz, 2015;Atkeson, 2014) when the first K-12 MOOCs were provided through independent initiatives untaken by well-respected universities, educators and researchers. Most of these initiatives aimed to facilitate and support high-school graduates in their decision and preparation for post-graduate studies (Edx, 2018;FutureLearn, 2018).…”

Section: Introductionmentioning

confidence: 99%

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A computer programming hybrid MOOC for Greek secondary education

Koutsakas

Karagiannidis

Politis³

et al. 2020

Smart Learn. Environ.

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The present paper presents the planning, implementation, observation and analysis of both quantitative and qualitative data of a participatory action research, aiming to study the potential role, value and uses of MOOCs in secondary education. Within the context of this research, a computer programming hybrid MOOC (named PROG15) which combined aspects of both x-and c-MOOCs architecture and pedagogy was designed, implemented and openly provided to Greek Secondary Education students. The MOOC completion rate (xMOOC dimension) was relatively low, but similar to that of typical xMOOCs for adults, while the degree of collaboration with other students and contribution to the course content (the cMOOC dimension) was relatively average. Before their involvement in the MOOC, the participating students recorded particularly high learning expectations from the specific course and from the collaborative learning model it proposed and quite positive views regarding the impact of this new educational tool on secondary education. Their attitude towards these issues was even more positive after their involvement in the MOOC, while their overall experience was particularly positive. The above findings, although they resulted from a comparatively small sample of students for the measures of MOOCs and within a very specific educational context, they form a particularly promising background for the utilization of this new tool in secondary education in general and specifically for the preparation of students for higher education studies, in subjects related to computer programming. Of course, further research and investigation is required on the design, development and implementation of the next generation of MOOCs and the practical and theoretical research outcomes resulted from this research can be a quite valuable input.

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Section: Research On K12 Moocsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A computer programming hybrid MOOC for Greek secondary education

Koutsakas

Karagiannidis

Politis³

et al. 2020

Smart Learn. Environ.

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“…The results of their study suggest that MOOCs may provide children and youth with learning opportunities, especially for students in the online classes. In addition, MOOCs may provide them with a significant interaction with learning resources, which leads to the development of some relationships as well as increased knowledge of the subject of the study, taking into account that the absence of live interaction between them and their instructor has been among their observations [1,70].…”

Section: Informal Learningmentioning

confidence: 99%

Reflections on the last decade of MOOC research

Yousef

Sumner

2020

Comp Applic In Engineering

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Massive open online courses (MOOCs) represent important pedagogical transformations that aim at unlimited participation and open access to highquality educational experiences and resources. MOOCs are quite different from classical distance learning settings in terms of their open-access features, such as open licensing of course content, and their use of specific infrastructures for communications and learning tools. Studies over the past 2 years (2018, 2019) have examined the multitude of experimental business models for MOOCs. However, MOOCs have also experimented with a wide variety of course content, teaching and learning methods, and assessment strategies. Very few articles have systematically examined these significant changes. To address this gap, we conducted an extensive, qualitative metaanalyses of over 200 peer-reviewed articles describing research on MOOCs. This analysis is organized around the following questions: (a) How can we classify existing MOOCs in terms of their support for learners and learning? (b) Which learners are benefiting from MOOCs, and to what degree have MOOCs explored approaches to student-centered learning? (c) To what degree are MOOCs meeting the needs of different learner audiences? (d) How can MOOC providers and participants communicate effectively to support student learning and engagement? (e) How can student activities be monitored to ensure that assessments of learning are performed effectively? The results of these analyses provide a reflection on the last decade of MOOC research and discussing the main achievements and the major research directions pursued in those years and points toward areas in need of additional research and development.

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“…MOOCs could be a valuable tool to support students in their studies (Canessa & Pisani, 2013;Author, 2020), through the provision of valuable content and different learning strategies that could contribute to a positive transformation of education in general (Grella et al, 2016;Nigh et al, 2015). These courses can provide both students and teachers different learning opportunities and experiences and support new relational configurations (Nigh et al, 2015;Yin et al, 2015). Most students had a very positive overall experience with MOOCs (Author, 2020;Staubitz, Teusner, & Meinel, 2019), and they found them quite challenging (De Kereki & Manataki, 2016).…”

Section: Research Question 3: Do Moocs Have a Positive Impact In K-12mentioning

confidence: 99%

“…At the same time, an increasing number of academic papers on K-12 MOOCs appears in the peer-reviewed literature. Since 2013, the few pilot research works that have been carried out have highlighted: (a) the considerable potential MOOCs have to play in K-12 education, and, at the same time, (b) the need for further research and experimentation in order to identify and evaluate the opportunities, benefits, risks, uses, and actual value of this tool in the settings of K-12 education (Yin, Adams, Goble, & Madriz, 2015;Wartell, 2012).…”

Section: Introductionmentioning

confidence: 99%

Research Trends in K–12 MOOCs: A Review of the Published Literature

Koutsakas

Chorozidis

Karamatsouki

et al. 2020

IRRODL

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Massive Open Online Courses (MOOCs) appeared in the area of educational technologies in 2008. Until 2013, academic research into MOOCs focused mainly on their application to adults as well as students or graduates of tertiary education. However, since 2013, the rising number of K–12 students enrolled in higher education MOOCs made MOOCs a de facto reality in pretertiary education and triggered universities, governments, and MOOC providers to (a) develop MOOCs specifically designed for pretertiary education, and (b) research their potential and value in K–12 educational settings. This resulted in a notable number of K–12 MOOCs and pilot research works in the literature that focused on the potential of MOOCs in compulsory education settings, as well as on their ability to reshape and transform the current educational K–12 framework. This work seeks to (a) trace, analyze, and review the existing literature on K–12 MOOCs, (b) identify representative MOOC implementations, (c) classify and organize research trends and patterns, and (d) reveal MOOCs’ potential value and impact on K–12 settings. The research used a narrative literature review methodology in order to critically review and qualitatively analyze twenty-one research publications in a systematic manner. Analysis of relevant works demonstrated that MOOCs, under a set of prerequisites, can be effectively incorporated into and positively affect pretertiary education.

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A classroom at home: children and the lived world of MOOCs

Cited by 8 publications

References 6 publications

A computer programming hybrid MOOC for Greek secondary education

A computer programming hybrid MOOC for Greek secondary education

Reflections on the last decade of MOOC research

Research Trends in K–12 MOOCs: A Review of the Published Literature

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