Included in the discussions regarding the instructional and learning value of massive open online courses (MOOCs) is the question of whether MOOC learners gain much value, if any at all, and has been a continuing debate since MOOCs began. Skeptics argue that MOOCs lack academic rigor and are superficial, while proponents praise them as addressing important global issues of educational access and affordability, providing pathways to more substantial learning opportunities. An important viewpoint in this conversation that warrants consideration is that of the professors/instructors who teach MOOCs and how they perceive the quality of learning that takes place in their MOOCs. In this case study, we used semistructured qualitative interviews with three MOOC instructors in addition to course and document reviews to identify examples of their perceptions in practice. The findings from this case study suggest that instructors do believe that quality learning can take place within a MOOC and is often accomplished through social constructivism and self-regulated learning approaches. Discussions, dialogues, negotiations, and collaborations as well as learners accomplishing their intended goals in the course were all considered to be manifestations of quality learning in a MOOC. Implications of the findings for additional research and practice are also discussed.

As educational technology continues to advance, new technologies continue to enter the scene that seek to enhance the delivery and reception of learning in both academic and industry settings. Digital badges are a recent educational innovation that has unique characteristics and capabilities that can allow for individualized pathways for learning and are being implemented in a variety of settings and for multiple purposes. This article reviews the literature on digital badges and four of their core theoretical underpinnings – behaviorism, goal-setting, constructivism, and gamification theory – as well as empirical studies that highlight the contexts and specific learner groups in which digital badges are being utilized. This review contributes to both scholarly research and practical applications of digital badges and offers potential directions for future research involving digital badges.

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