Abstract:Given that few studies have formally examined pedagogical design considerations of Massive Online Open Courses (MOOCs), this study explored variations in the pedagogical design of six MOOCs offered at the University of Toronto, while considering disciplinary characteristics and expectations of each MOOC. Using a framework (Neumann et al., 2002) characterizing teaching and learning across categories of disciplines, three of the MOOCs represented social sciences and humanities, or "soft" MOOCs, while another thr… Show more
“…Within the CONTENTS subcategory, the integration of concepts, procedures and attitudes (DID.CON.01) is present in an eminently declarative manner in 84 courses. As in our results, digital skills development through MOOC has been widely acknowledged in several research works [54]. Due to the conceptual framework of our study (citizenship and sustainability), social and civic competence has a very significant importance in the majority of MOOCs in our research sample.…”
Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment.
“…Within the CONTENTS subcategory, the integration of concepts, procedures and attitudes (DID.CON.01) is present in an eminently declarative manner in 84 courses. As in our results, digital skills development through MOOC has been widely acknowledged in several research works [54]. Due to the conceptual framework of our study (citizenship and sustainability), social and civic competence has a very significant importance in the majority of MOOCs in our research sample.…”
Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment.
“…It was obvious that looking at the qualitative and quantitative findings, there is a sense of generalizability among students in terms of an overall belief in viability of this new method for other subjects see [21]. The multiple channels for learning (video, discussion, articles, quizzes…) had an influence on students' positive position towards MOOCs see [22].…”
The phenomenon of Massive Open Online Courses (MOOCs) in higher education has not been examined thoroughly for Saudi Arabia. A significant question mark remains as to its success and response to it. The main purpose of this paper is to identify students' attitudes towards using Hybrid MOOCs with Flipped classrooms, as compared to traditional methods (face-to-face) during teaching the 'Educational Technology and Communication Skills' module. The research took place at Majmaah University for undergraduate students in the Faculty of Education in the first semester of the academic year 2017/2018. This research adopted a mixed-method approach comprising survey (quantitative approach) and semistructured interview (qualitative approach) tools. The results of the study indicate that students have positive attitudes toward using Hybrid MOOCs with Flipped Classrooms. In addition, student participants mention that Hybrid MOOCs with Flipped Classrooms have a strong potential in helping them learn according to their individual abilities, inside as well as outside the classroom. This research is one if the few of its kind ever done in Saudi Arabia, and contributes to filling a noticeable gap in the literature. In addition, the study's implications can be used for future policy making within the country's Ministry of Education.
“…This is an important aspect, given that, usually, individuals and firms have limited, often specialised knowledge bases and they encounter numerous challenges accessing external sources of knowledge [47]. The MOOC became a means by which knowledge was exchanged on an inter-company level and it established a system of linkages with free flow of knowledge between a range of participants, creating not only useful knowledge, but also a common aim, in this case, intrapreneurship within organisations [34]. With their approach in terms of connecting critical masses of learners from different backgrounds around a specific topic, MOOCs are able to create platforms of seamless knowledge exchange via intensive cross-side network effects and knowledge spillovers [49].…”
Section: Discussionmentioning
confidence: 99%
“…This type of MOOC is based on connectivist theories [33] and puts an emphasis on connecting learners rather than presenting content. The focus is on networks and learner participation in the construction of content [6,34]. These courses rely on digital multi-sided platforms to bring together individuals from around the world and from many professional contexts.…”
Globalisation and digital technology have changed the means and mechanisms of knowledge acquisition. The rapidly expanding open-access online resources and various digital learning platforms present new opportunities in the area of continuous entrepreneurial learning, including that of corporate employees. This paper draws on knowledge spillover theory in order to explore the potential of Massive Open Online Courses (MOOCs) as enablers of knowledge exchange, consolidation and new knowledge creation through connecting geographically and institutionally distant actors. The research design is based on a qualitative interpretative approach exploiting a triangulation of methods by using sets of quantitative data collected from MOOC participants, five focus group interviews and text content of online course discussion groups. This study contributes to our understanding of how digital technologies enable entrepreneurial learning on a massive scale. It identifies three factors which can trigger intense horizontal knowledge spillovers on a massive scale: (i) participants' common interests and aspirations, (ii) induced mobilisation, and (iii) participants' optional anonymity. Additionally, the findings of this study provide useful information for potential MOOC creators regarding the design and delivery of MOOCs targeting a high density of participant interactions.
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