MOOC integration into secondary school courses

Najafi, Hedieh; Evans, Rosemary; Federico, Christopher M.

doi:10.19173/irrodl.v15i5.1861

Cited by 25 publications

(15 citation statements)

References 6 publications

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“…The majority of current research and discussion related to MOOCs focuses on potential uses of MOOCs for (a) introducing high school students to college and higher education institutions (Horn, 2014;Najafi, Evans, & Federico, 2014), (b) using blended-learning approaches for current college students (Kolowich, 2013c), and (c) offering MOOCs for degree attainment or professional development (Stephens & Jones, 2014). This study revealed that another reason adult learners participate in MOOCs is to advance volunteerism and social justice efforts in order to engage in public knowledge building about controversial issues.…”

Section: Discussionmentioning

confidence: 99%

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Loizzo

Ertmer²,

Watson³

et al. 2017

OLJ

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Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners' motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults' self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

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Section: Discussionmentioning

confidence: 99%

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Loizzo

Ertmer²,

Watson³

et al. 2017

OLJ

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“…Their method acknowledges micro learning, which is lacking in those other methods that only measure rates of completion. Najafi et al (2014) found that learners engaged with assessment and learning elements of an integrated online course in a manner that was highly dependent on self-study. They argued that their results are promising, especially when it comes to incorporating MOOCs in a self-study method in school-based programs.…”

Section: Resultsmentioning

confidence: 99%

“…These are considered the second most interesting type of research for the scholars to explore students' views and instructors' views toward the use of MOOCs (e.g. Najafi et al, 2014;Bruff et al, 2013;Loizzo, 2015;Patil et al, 2016;Dal Magro et al, 2017;Eriksson et al, 2017;Leach & Hadi, 2017;Firmansyah & Timmis, 2016;Salvador & Rodriguez-Hoyos, 2016;Linna et al, 2016).…”

Section: Discussion and Findingsmentioning

confidence: 99%

“…This helps them to better exchange ideas, share thoughts, and effectively solve many of the hardships that they experience when learning (Epelboin, 2013). However, there has currently been significant debate regarding these courses, such as the media attention it has received, and the amount of attention it has gotten from various stakeholders, including institutions of higher learning (Najafi, Evans & Federico, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

Alzahrani¹

2018

WJE

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In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.

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“…In Table 2 the list of the platforms that are referred in more than four articles is presented, as well as the references of the articles themselves. [Canessa et al 2013], [Fox, 2013], [Monedero-Moya et al 2015], [Moodie 2014], [Najafi et al 2014] and [Reilly et al 2014] • [Comer et al 2014], [Fisher 2014], [Fowler and Smith 2013], [Jiang et al 2014…”

Section: Identification Of Moocs Platformsmentioning

confidence: 99%

A Study on Massive Open Online Courses in Higher Education

Costa

Teixeira

Alvelos

2015

Atas Da 15ª Conferência Da Associação Portuguesa De Sistemas De Informação

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In this paper the current usage of active Massive Open Line Courses (MOCC) is analysed. First a systematic literature revision is performed, in order to identify and classify the published works and the existing developments in this area, being the most used MOOCs platforms also found out. Afterwards, a content analysis of the two most popular MOOCs' platforms-Coursera and EdXand a comparison between them is performed. This analysis takes into account, among others, the number and areas of knowledge of the accessible courses, the Higher Education Institutions (HEI) that offer courses using the platforms, the length of the courses and the expected workload for a student to successfully complete the MOOCs. The main findings were that the use of MOOCs has been growing in the last years and that Coursera and EdX are the two main platforms used by HEIs in order to make MOCCs available.

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MOOC integration into secondary school courses

Cited by 25 publications

References 6 publications

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

A Study on Massive Open Online Courses in Higher Education

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