A Theoretical Analysis of Moocs Types from a Perspective of Learning Theories

Kesim, Mehmet; Altınpulluk, Hakan

doi:10.1016/j.sbspro.2015.04.056

Cited by 59 publications

(42 citation statements)

References 2 publications

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“…In addition, MOOC learners make connections with one another via social networks outside of the MOOC platform (Veletsianos et al., ). Just like socializing in a face‐to‐face class fosters relationships that continue beyond the course, MOOC students describe making social and professional connections via social networks (e.g., Facebook and LinkedIn) that continue after MOOCs end (Gillani & Eynon, ; Kesim & Altınpulluk, ; Veletsianos et al., ).…”

Section: Learner Characteristicsmentioning

confidence: 99%

Who Takes MOOCs?

Glass

Shiokawa-Baklan

Saltarelli

2016

New Drctns for Instit Rsrch

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Section: Learner Characteristicsmentioning

confidence: 99%

Who Takes MOOCs?

Glass

Shiokawa-Baklan

Saltarelli

2016

New Drctns for Instit Rsrch

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“…Massive open online courses (MOOCs), in particular, were first conceived of as a way to test the potential of connective learning in a digital age [2]. The question remains, however, whether or not MOOCs can effectively support and/or augment the community-centered learning that is possible within in-person contexts.…”

Section: Introductionmentioning

confidence: 99%

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

Kaul

Aksela

2018

Education Sciences

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Abstract:One of the greatest ways to transform education systems is to develop community-centered professional supports for in-service teachers. Given the rise of distance learning platforms such as massive open online courses (MOOCs), there is a growing potential to deliver such supports at scale. The community of inquiry (CoI) framework models the asynchronous, text-based communication that defines educational experiences within such collaborative learning environments; however, methods of CoI transcript analysis must be improved. This paper uses the University of Helsinki's 2016 MOOC, Sustainable Energy in Education, as a case study on how the CoI framework can be used to characterize the educational experience of in-service teachers in distance learning environments. Using the CoI coding protocol, this paper employs a transcript analysis of the discussion forum posts on the MOOC (n = 78), and applies improved measures of reliability in order to understand the capacity of CoI transcript analysis to reliably define online learning experiences. The findings suggest that, while the CoI framework is able to characterize some elements of online learning communities, more work needs to be done to ensure the framework captures the more nuanced elements of such educational experiences, such as the effects of course design and the relative engagement of course participants.

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“…In an xMOOC, online courses are built as an extension of the conventional campus course where the main distinction is with regards to the number of students who can enrol. Furthermore, xMOOCs are characterised by the learning resources they provide, which range from video lectures (a large number of short video tutorials on related topics), online reading materials, and automated assessment tools like quizzes (Kesim and Altınpulluk, 2015;Bates, 2014). However, the first MOOCs were initially envisioned as cMOOCs, a term coined by George Siemens and Stephen Downes in 2008 (Yuan & Powell, 2013).…”

Section: Introductionmentioning

confidence: 99%

“…These initial MOOCs had a decentralised, network-based, nonlinear structure focused on exploration and conversation rather than fixed content and instruction (Margaryan, Bianco, & Littlejohn, 2015). In cMOOCs, each learner is responsible for his or her own learning process, which is enabled by his or her network of learners and their connections (Kesim & Altınpulluk, 2015). However, they turned out to be difficult to This article is downloaded from www.idunn.no.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo

Singh

Mørch

2018

NJDL

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This paper explores pedagogical practices and participants' engagement in learning activities during the first international Massive Open Online Course (MOOC) offered by the University of Oslo through the FutureLearn platform in 2015. The data were collected using pre-and post-course surveys and participant observations. We used the acquisition and participation metaphors of learning proposed by Sfard (1998) as a conceptual framework to inform our analyses and discussions. The data indicated that new pedagogical practices are in the making for online learning, involving elements of existing practices and radically new ones. The instructors had sole authority in developing and curating course contents, thus following the acquisition metaphor of teaching and learning. In addition, the data indicated that, overall, the learners had a positive experience of learning by participating in the MOOC. The learners engaged in online discussion forums, interacting asynchronously with fellow learners and mentors. The discussion forums promoted knowledge sharing and collaborative learning activities among diverse groups (joiners, surveyors, and social learners). The apparent contradiction between teaching according to the acquisition metaphor and the learners' preferences for the participation metaphor was resolved by some of the learners through self-organised scaffolding. The teachers did not interact enough with the learners and so, to compensate, some learners took on facilitating roles. We discuss our findings in terms of the related work and contemporary trends in online learning and higher education research, including learning analytics, formative assessment, personalization, collaboration support, and lifelong learning.

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A Theoretical Analysis of Moocs Types from a Perspective of Learning Theories

Cited by 59 publications

References 2 publications

Who Takes MOOCs?

Who Takes MOOCs?

Dynamics of the Community of Inquiry (CoI) within a Massive Open Online Course (MOOC) for In-Service Teachers in Environmental Education

An Analysis of Participants’ Experiences fromthe First International MOOC Offered at the University of Oslo

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