Paragogy and flipped assessment: experience of designing and running a MOOC on research methods

Lee, YeonOk; Rofe, J. Simon

doi:10.1080/02680513.2016.1188690

Cited by 19 publications

(9 citation statements)

References 15 publications

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“…As a result, the evidence for the use of peer-feedback in MOOC is not encouraging for the continuation of implementation of this assessment. Lee and Rofe (2016) found that the peer interaction in MOOCs does not play a role in the final grade of the students. Additionally, research with MOOC participants revealed negative correlation between the students’ performance and the extent to which they prioritise interaction with their peers (Phan et al., 2016).…”

Section: Peer-assessment and Interactionmentioning

confidence: 93%

“…The two main limitations of the research on MOOCs are the small response rate and the lack of representative sample for all the types of MOOC learners. This means that the research of MOOCs usually has small response rate compared to the overall number of students registered in the MOOCs (Lee and Rofe, 2016) and the research sample includes mainly educated participants (Loizzo and Ertmer, 2016;Salmon et al, 2017). Pursel et al (2016) recognised that their survey sample significantly differs from the general population of students registered to MOOCs and could be involved in the study.…”

Section: Limitationsmentioning

confidence: 99%

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Self-assessment in Massive Open Online Courses

Ventista

2018

E-Learning and Digital Media

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Massive Open Online Courses appear to have high attrition rates, involve students in peer-assessment with patriotic bias and promote education for already educated people. This paper suggests a formative assessment model which takes into consideration these issues. Specifically, this paper focuses on the assessment of open-format questions in Massive Open Online Courses. It describes the current assessment methods in Massive Open Online Courses and it argues that self-assessment should be the only way of formative assessment for the essays of xMOOCs and replace the peer-assessment.

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Section: Peer-assessment and Interactionmentioning

confidence: 93%

Section: Limitationsmentioning

confidence: 99%

Self-assessment in Massive Open Online Courses

Ventista

2018

E-Learning and Digital Media

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“…Third, the application of the flipped classroom (Cook & Triola, 2014). Even not adopted in any T&H MOOC, the flipped classroom practices have been reported and encouraged in other MOOCs (Chen, Yang, & Hsiao, 2016;Lee & Rofe, 2016;Li, Zhang, Bonk, Guo, & Guo, 2015;Robinson, 2016). It is believed that by using blended learning or flipped classroom models, students can gain basic knowledge at their own pace through a MOOCs' high-quality content.…”

Section: Support Is Criticalmentioning

confidence: 99%

Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs

Lin

Cantoni

2018

IRRODL

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As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners' perspective, leaving a gap in the literature about MOOC instructors. The current research-conducted in the field of tourism and hospitality-explored early experiences of MOOC instructors as they progressed through three stages of the innovation-decision process: decision, implementation, and confirmation. The tourism and hospitality field was chosen because its related industries contribute significantly to global employment, and training is one of their critical success factors. MOOCs possess a good potential to benefit tourism and hospitality education, yet tourism and hospitality MOOCs are under-researched. Semi-structured interviews were conducted with six instructors who offered tourism and hospitalityMOOCs between 2008 and 2015. Findings revealed that: (1) the instructors' decisions to offer MOOCs were mostly influenced by their institutes' interests in MOOCs; (2) when the instructors implemented MOOCs, a pattern of action emerged, which included six phases and one cross-phase elementprepare, design, develop, launch, deliver, and evaluate-and across phases-support and train; (3) most instructors chose to avoid risk in their adoption and implementation of the MOOCs, staying away from innovative teaching or learning activities such as peer-review assessments and collaborative activities; and (4) half of the instructors intended to repeat the experience of teaching in the MOOCs format in the future.

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“…Similarly, Lee & Rofe (2016) included completers of a previous course to create a team of "associate tutors". This model was also used by Redfield (2015), who called returning volunteer students "community TAs".…”

Section: Teacher Presence -Guest Facilitation and Focused Use Of Videomentioning

confidence: 99%