Seeking Connectivist freedom and Instructivist safety in a MOOC

Dron, Jon; Ostashewski, Nathaniel

doi:10.5944/educxx1.13464

Cited by 7 publications

(6 citation statements)

References 18 publications

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“…The focus of this social learning platform was openness, and participants had multiple, mixed-media ways of expressing themselves and communicating with one another. This design was consistent with research into both open learning environments [32] and open world gaming environments [33].…”

Section: Context and Participantssupporting

confidence: 71%

The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

Ardito

Czerkawski

2021

Sustainability

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This pilot case study sought to investigate patterns of interactions between learners and their instructor in a teacher education course called “Computer Science for Teachers”. This course was constructed to leverage aspects of open world game design elements in order to investigate the effects of degrees of autonomy in gameplay/learning. This course was conducted in a specially built social learning platform based on Elgg software. Student interactions with the instructor and other students in this course were analyzed to determine the learning networks students constructed during each key learning activity as well as the epistemic spaces defined by these interactions. Descriptive statistics along with social network analysis (SNA) and epistemic network analysis (ENA) were used to investigate these data. The findings indicate that more traditional/less open world gaming type learning activities were associated with learning networks and epistemic spaces that were teacher-centered and narrower, while more open world gaming/high levels of autonomy (student-centric) learning activities were associated with learning networks that were highly decentralized and epistemic spaces that featured students asking and answering questions of/for one another. These findings were consistent with existing research into player behavior in open world type games and learner behavior in settings with high levels of autonomy support. Implications for further research are discussed.

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Section: Context and Participantssupporting

confidence: 71%

The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

Ardito

Czerkawski

2021

Sustainability

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“…The formation of learning groups is a challenge in MOOCs because of the massive number and wide range of students. Dron and Ostashewski (2015) point out that some elements in conventional learning groups do not exist in MOOCs. For instance, there are normally no leaders, well-established norms and rules of behaviour.…”

Section: Interactionmentioning

confidence: 98%

“…Another study by Dron and Ostashewski (2015) attempted to build a learning group following phases of first addressing general issues, and then creating a safe and comfortable environment to promote interactions, using the online platform 111 Effective teaching of MOOCs "Curtin Learning Commons". For example, the online platform was set to give everyone a sense of control, allowing learners to post freely on it.…”

Section: Interactionmentioning

confidence: 99%

Factors leading to effective teaching of MOOCs

Wong

2016

AAOUJ

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Purpose -The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach -A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methodsand then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses.Findings -The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications -As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value -The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

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“…While online learning can offer many benefits to learners, it is not without its own challenges and limitations, such as high attrition rates, lack of engagement, loneliness and negative passivity (Bates, 2019;Dron and Ostashewski, 2015). 1 Looking at some of these challenges in more detail, Latchem and Jung (2010) contend that, globally, up to 40 per cent of adult online learners fail to complete an online programme, with that figure reaching up to 90 per cent in some developing countries.…”

Section: Icarus Design Rationalementioning

confidence: 99%

“…Gerstein (2014), Dron et al (2015) and Bates (2019) advocate a constructivist approach to elicit problem-solving and enquiry-based learning. At the heart of this is the need to help students to formulate and test ideas, draw conclusions and inferences and share and convey knowledge in a collaborative learning environment.…”

Section: Icarus Design Rationalementioning

confidence: 99%

Online and Distance Education for a Connected World

2023

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LiST of TABLES xi List of tables 5.1 Distance students' intended career transitions and employability needs 6.1 Is e-learning strategic? 8.1 Bloom's taxonomy 9.1 Key features to maximise learner participation in an asynchronous online discussion forum 10.1 Questions/focus areas in purposive sampling survey and responses 12.1 Findings and implications: student behaviours 12.2 Findings and implications: student sentiment from survey and interviews 12.3 Findings and implications: academic integrity 12.4 Findings and implications: academic sentiment (from programme director interviews) 12.5 Findings and implications: academic sentiment (from examiner survey) 14.1 Breakdown of high achievers' engagement in discussion forum and peer review (n=15) 14.2 Breakdown of moderate achievers' engagement in discussion forum and peer review (n=18) 14.3 Breakdown of low achievers' engagement in discussion forum and peer review (n=19) 15.1 Global Blindness user types: target learners and key stakeholders 15.2 Three examples of Global Blindness users' goals and needs 19.1 Goals for 11 stages of engagement noTES on EDiTorS AnD ConTriBuTorS xiii

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Seeking Connectivist freedom and Instructivist safety in a MOOC

Cited by 7 publications

References 18 publications

The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

The Development of Autonomous Student Learning Networks: Patterns of Interactions in an Open World Learning Environment for Teachers Exploring Teaching with and through Computer Science

Factors leading to effective teaching of MOOCs

Online and Distance Education for a Connected World

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