MOOCs: A Learning Journey

Smith, Becky; Eng, Min

doi:10.1007/978-3-642-39750-9_23

Cited by 25 publications

(16 citation statements)

References 2 publications

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“…Among the varied ways previous research has distinguished MOOCs, an influential one categorises them into cMOOCs and xMOOCs (Margaryan, Bianco, & Littlejohn, 2015;Smith & Eng, 2013) based on pedagogical model. cMOOCs, based on connectivism, are driven by the pedagogical principle of social learning.…”

Section: Types Of Moocsmentioning

confidence: 99%

Investigating the implementation of accredited massive online open courses (MOOCs) in higher education: The boon and the bane

Hall

Wang

2019

AJET

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This study investigated a 3-year implementation of accredited massive online open courses (MOOCs) in a conventional university in China. Fifteen students and two staff were interviewed, and relevant policy documents were examined. Thematic analysis was utilised to analyse the data. The study found that students mostly took a wary stance towards accredited MOOCs, while the university supported them. Reasons for students’ favour and disfavour were explored. There was widespread online absenteeism, which was unique to accredited MOOCs. Moreover, accredited MOOCs were found to be completely independent of traditional onsite courses, making them difficult to form a synergy with the latter. Also, a distinct mismatch was identified between the course assessment system and the new course format. Furthermore, there were insufficient regulation, support, and incentives from the university in facilitating the implementation of accredited MOOCs, indicating a discrepancy between university policies and practice. Solutions for future improvement of accredited MOOCs were explored. This study will aid educational practitioners and policymakers in widening access to quality education by exploring effective solutions regarding integrating accredited MOOCs into conventional higher education.

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Section: Types Of Moocsmentioning

confidence: 99%

Investigating the implementation of accredited massive online open courses (MOOCs) in higher education: The boon and the bane

Hall

Wang

2019

AJET

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“…A variety of research studies have emerged from this landmark series of cMOOCs. These include the following perspectives: the delivery model innovation introduction of a cMOOC (Fini, 2009;Rodriguez, 2013); Personal Learning Environment design and development with distributed technologies (Kop, 2010;Fournier, Kop, & Durand, 2014); learners participation and learning experience (Saadatmand & Kumpulainen, 2014;Smith & Eng, 2013;Levy, 2011;Kop, 2011;Mackness, Mak, & Williams, 2010), and a focus on facilitators' experiences (Arnold, Kumar, Thillosen, & Ebner, 2014). Some studies (Siemens, 2011c;Milligan, Littlejohn, & Margaryan, 2013Skrypnyk, Joksimović, Kovanović, Gašević, & Dawson, 2015;Bozkurt et al, 2016, Wang et al, 2017 relate directly to the pattern of interaction and communication observed in these connectivist learning environments.…”

Section: Cmoocs Participationmentioning

confidence: 99%

How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC

Wang

Anderson²,

Chen³

2018

IRRODL

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In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs' hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. The content analysis was used to examine the technology learners used to support their learning while the social network analysis focused on the participant in different spaces and their participation patterns in connectivist learning.The findings from this research include: 1) A variety of technologies were used by learners to support their learning in this course; 2) Four types of participation patterns were reveled, including unconnected floaters, connected lurkers, connected participants, and active contributors. The participation of learners displays the participation inequality typical of social media, but the ratio of active contributors is much higher than xMOOCs; 3) There were five basic structures of social networks formed in the learning; and 4) The interaction around topics and topic generation supports the idea of learning as network creation after the analysis of participation patterns that are based on some deep interactive topic. The aim of this study is to gain insight into the behaviors of learners in a cMOOC in an open and distributed online environment, so that future MOOCs designers and facilitators can understand, design and facilitate more effective MOOCs for learners.

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“…To study effectively in online learning environments, learners need to be additionally motivated and have an enhanced level of metacognitive awareness, knowledge and skills (Abrami, Bernard, Bures, Borokhovski, & Tamim, 2011 The new educational context of MOOCs triggered research for novel course and curriculum design principles as reflected in Cluster 2 of Phase 2. Through the increased attention to social learning, it becomes clear that MOOC design should incorporate factors of knowledge construction (especially in group activities), authentic learning, and personalized learning experience that is much closer to the connectivist principles underlying cMOOCs , rather than knowledge transmission as commonly associated with xMOOCs (Smith & Eng, 2013). By triggering the growing recognition of online learning world-wide, MOOCs are also interrogated from the perspective of their place in higher education and how they can influence blended learning strategies of institutions in the post-secondary education sector (Porter, Graham, Spring, & Welch, 2014).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative

Gašević

Kovanović

Joksimovíc

et al. 2014

IRRODL

231

168

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MOOCs: A Learning Journey

Cited by 25 publications

References 2 publications

Investigating the implementation of accredited massive online open courses (MOOCs) in higher education: The boon and the bane

Investigating the implementation of accredited massive online open courses (MOOCs) in higher education: The boon and the bane

How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC

Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative

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