Gap between MOOC Designers' and MOOC Learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey

Stracke, Christian M.; Tan, Esther; Texeira, António Moreira; Pinto, Maria do Carmo Texeira; Vassiliadis, Bill; Kameas, Achilles; Sgouropoulou, Cleo

doi:10.1109/icalt.2018.00007

Cited by 23 publications

(20 citation statements)

References 16 publications

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“…[23] отмечается слабая корреляция между объемом взаимодействия (количеством отправленных сообщений) преподавателя с обучающимися и показателями завершения ОК (% от числа приступивших к обучению). В работе К. Стрека и его коллег [20] отмечается, что разработчики ОК недооценивают значимость взаимодействия для слушателей и его реальный объем (число интеракций), а потому не уделяют достаточного внимания его организации и поддержке.…”

Section: рисунок 1 особенности условия и задачи организации всрсunclassified

Features of the arrangement of pedagogical support for students during an online course as part of extracurricular independent work

Tikhonova¹,

Chikhacheva²,

Гречушкина³

2020

P Sci Edu

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Section: рисунок 1 особенности условия и задачи организации всрсunclassified

Features of the arrangement of pedagogical support for students during an online course as part of extracurricular independent work

Tikhonova¹,

Chikhacheva²,

Гречушкина³

2020

P Sci Edu

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“…The QRF is based on a mixed methods research methodology and included a Global MOOC Quality Survey (GMQS), literature review, interviews, and MOOQ presentations and workshops, at regional, European and international conferences involving more than 10,000 MOOC learners, designers, facilitators and providers. Initial findings suggest that a gap exists between MOOC designers' perspectives and learners' preferences on interactions (Stracke et al, 2018b;.…”

Section: The Quality Of Moocs and Oermentioning

confidence: 99%

Open Praxis, volume 11 issue 4

Gil‐Jaurena¹

2020

openpraxis

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Section: The Quality Of Moocs and Oermentioning

confidence: 99%

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

Stracke

Downes²,

Conole

et al. 2019

Open Praxis

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Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open Education and OER can be treated as two strands with different historical roots even though, in theory, OER are an aspect of Open Education. Different OER definitions and typologies are analyzed in relation to their dimensions and categorizations. Furthermore, the four conditions and two original categories of MOOCs are discussed, leading to a debate on their quality. It turns out that there are two perspectives on MOOCs: from an OER perspective, MOOCs as a product can be called OER. From an Open Education perspective, MOOCs are going beyond OER as enablers of Open Education and are understood as an innovative way of changing education. These perspectives are reflected by the OpenEd Quality Framework. The short answer to our leading question is: sometimes, and it depends on your perspective.

show abstract

Gap between MOOC Designers' and MOOC Learners' Perspectives on Interaction and Experiences in MOOCs: Findings from the Global MOOC Quality Survey

Cited by 23 publications

References 16 publications

Features of the arrangement of pedagogical support for students during an online course as part of extracurricular independent work

Features of the arrangement of pedagogical support for students during an online course as part of extracurricular independent work

Open Praxis, volume 11 issue 4

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

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