Are MOOCs Open Educational Resources? A literature review on history,
                        definitions and typologies of OER and MOOCs

Stracke, Christian M.; Downes, Stephen; Conole, Gráìnne; Burgos, Daniel; Nascimbeni, Fabio

doi:10.5944/openpraxis.11.4.1010

Cited by 68 publications

(46 citation statements)

References 27 publications

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“…On 2002, UNESCO coined the term open educational resource (Cronin, 2017;Geser, 2007;Stracke, Downes, Conole, Burgos & Nascimbeni, 2019), defining it as 'the open provision of educational resources, enabled by the technologies of the information and communication, for consultation, use and adaptation of a community of users for non-commercial purposes' (UNESCO, 2002). Since then, the concept has been gaining strength in higher education institutions and international organisations such as UNESCO and OECD, due to the fact that the costs of tuition fees and textbooks have increased year after year, limiting access to information for most students in higher-level institutions.…”

Section: Open Educational Resourcesmentioning

confidence: 99%

Validation of the attitudinal scale of open educational practices in university teachers

Canchola¹,

Peña²,

Laborda³

et al. 2021

CJES

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The relevance of Open Educational Resources (OER) in the Latin American university context requires an instrument that measures the conceptual, procedural, and attitudinal aspects that teachers consider having in their open educational practices. The purpose of this research is to describe the process of design and validation of the Attitudinal Scale of Open Educational Practices (ASOEP) Scale. Consequently, the methodological approach corresponds to a descriptive, transectional, instrumental design that has three components: scale design, evaluation by expert judgment and validation with the pilot application. The pilot test was applied to a random sample with 123 teachers at a university in Colombia. The results from the validation of the content had the participation of five international experts who were classified according to coefficient K in the range between (k: .80 and k: 1.00). From the pilot application, the ASOEP Scale presented a general reliability of (α: .943). Keywords: Open Educational Practices, Open Educational Resources, Open Education, University teaching, Attitudinal scale

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Section: Open Educational Resourcesmentioning

confidence: 99%

Validation of the attitudinal scale of open educational practices in university teachers

Canchola¹,

Peña²,

Laborda³

et al. 2021

CJES

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“…To date, the number of MOOCs, learners, and providers is still increasing continually: Despite blame as a buzzword and hype already in the year 2012, the number of offered MOOCs as well as of learners is growing today, with the main focus and popularity on educational research [7,8]. Due to its unbroken growth, this special type of OER has prompted a lot of research [9][10][11]. MOOCs prompted many authors to investigate the potential of such a so-called "disruptive innovation" [12][13][14][15], even though this innovation is not disruptive, but an adaptation of old and well-established pedagogical approaches in online learning [16].…”

Section: Introductionmentioning

confidence: 99%

“…Within that distinction, cMOOCs are mainly designed to support processes of aggregation, relationships, creation, and the sharing of knowledge, which is also known and promoted as a collaborative or connectivist approach [18] (for a critical debate on connectivism, see [19,20]). In contrast, xMOOCs are more institutionalised and rigorously structured, focused on cultural reproduction through videos and quizzes, known as a behaviourist approach [10]. However, research in the last few years has shown that such a separation and distinction cannot be made, due to the increasing overlap and mix of these two extremes [11,20,21].…”

Section: Introductionmentioning

confidence: 99%

“…In order to understand whether MOOCs can actually represent a revolutionary innovation in the educational field, it is necessary to investigate how they have been conceived, developed, and implemented and to analyse their pedagogical quality, learning effects, and impact [22][23][24][25]. As a starting point, the quality of MOOCs is understood as multidimensional and not definable in one single phrase; it has to reflect the different views, needs, and interests of the learners and other stakeholders, with specific focus on the pedagogical aspects that are most relevant for the quality of MOOCs, as highlighted in the latest research [1,10,17,20,24,[26][27][28][29].…”

Section: Introductionmentioning

confidence: 99%

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A Systematic Literature Review on the Quality of MOOCs

Stracke

Trisolini

2021

Sustainability

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This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined criteria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous improvements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs.

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“…Our motivation lies on the original 'Open' nature of MOOCs. The term 'Open' has been a controversial one and there have been multiple views [14]; in this work, we understand Open as no fees or requirements to sign up to a course. Based on this premise, it makes total sense that their materials would follow traditional Open Educational Resource (OER) ideas, and should be completely available to be reused by other educators and learners.…”

Section: Introductionmentioning

confidence: 99%

The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs

et al. 2020

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Massive Open Online Courses (MOOCs) came into the educational ecosystem attracting the attention of the public media, businesses, teachers, and learners from all over the world. The original courses were completely open and free, targeting the worldwide population. However, current MOOC providers have pivoted towards more private directions, and we often find that MOOC materials are completely closed within their hosting platforms and cannot be retrieved from them by their learners. This diminishes the potential of MOOCs by making content available to a small proportion of learners and severely limits the reusability of the educational resources. In this paper, we present a process that we call ‘unMOOCing’, in which we transform the resources of a MOOC into OERs. We taught a MOOC on Open Education in the UNED Abierta platform, and we ‘unMOOCed’ all of its educational resources, making them available to download by the learners that are taking the course. The results of the unMOOCing were very encouraging: the possibility of downloading the course resources was the most highly rated component of the course. Additionally, the two unMOOCed materials that were considered as most useful (presentations and contents in a PDF) were downloaded by 90% of the learners. Now that the majority of MOOC providers are moving towards a more closed educational approach, we believe that this paper sends a powerful message for bringing back the original MOOC concept of ‘Openness’ with the unMOOCing process, thus contributing to the wider dissemination and democratization of education across the globe.

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Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs

Cited by 68 publications

References 27 publications

Validation of the attitudinal scale of open educational practices in university teachers

Validation of the attitudinal scale of open educational practices in university teachers

A Systematic Literature Review on the Quality of MOOCs

The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs

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