Developing a Strategic Approach to MOOCs

Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa

doi:10.5334/jime.439

Cited by 13 publications

(13 citation statements)

References 22 publications

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“…In our analysis of 241 papers, we found no instances of any MOOC exploring design-based learning approaches or explicitly trying to develop students' metacognitive knowledge. As noted by Ferguson et al [23], "The original focus on pedagogy had been overshadowed by a focus on learner numbers. "…”

Section: Teaching Methodsmentioning

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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Section: Teaching Methodsmentioning

confidence: 99%

Reflections on the last decade of MOOC research

Yousef

Sumner

2020

Comp Applic In Engineering

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“…The Massive Open Online's (MOOCs) LMS support students' discussions, allows quizzes and uploading of lectures materials (Baikadi et al, 2018). In addition, the MOOCs LMS enables better multiple pathways that allow forum use, lecture viewing, quizzing of students and coursework submissions for all students to ensure improved pedagogy (Ferguson et al, 2016). In regards to the Moodle LMS, it support students' activities online by allowing videos to be embedded, discussion forums, chatting, lecture materials, and promotes the setting of quizzes (Simanullang & Rajagukguk, 2020).…”

Section: Learning Management Systems and Their Functionsmentioning

confidence: 99%

An Evaluation of How Students Use Blackboard and the Possible Link to Their Grades

Darko

2021

SAGE Open

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Blackboard is an important Learning Management System (LMS) employed at most higher education institutions to engage and interact with students during their studies. Students within Material Science and Engineering (MSE) often use these LMS’s to absorb mathematical derivations, scientific information and submit coursework tasks. In this work, statistical analysis of the average times the MSE students spent on Blackboard during their entire Bachelor’s program period were compared to their final examination grades. Results show a positive linear correlation between the time students spent on Blackboard and their final grades. Another interesting observation was the fact that the students engage and interact more with LMS at certain periods within the week rather than performing unintentional activities. Similar to the constructivism learning theory, the results gave evidence to the fact that the more students actively engage with the LMS’s, the more they construct knowledge for themselves.

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“…(Bonk et al, 2016 ;Chotel, 2017 ;Kennedy, 2014 ;Pomerol et al, 2015 ;Sambe et al, 2018 ). D'autres travaux proposent des solutions et des modèles pour soutenir les enseignants dans la phase de conception des MOOC (Alario-hoyos et al, 2014 ;Ferguson et al, 2016 ;Hatzipanagos, 2015 ;Mamman et al, 2017 ;Blanco et al, 2013 ;Fassbinder et al, 2017 ;Fidalgo-Blanco et al, 2015 ;Guàrdia et al, 2013 ;Jasnani, 2013 ;King et al, 2014;Ross & Bayne, 2014 ;Sergis et al, 2016 ;Staubitz & Meinel, 2017;Xiao & Pardamean, 2016). Certain de ces travaux visent principalement à démontrer l'intérêt et les bénéfices d'une méthodologie et d'une méthode scénarisation et de mise en oeuvre de tels cours.…”

Section: Questions Autour Du Rôle De L'enseignant Et De Ses Pratiquesunclassified