Disruptive Democratisers?

Abstract

Massive open online courses (MOOCs) are described as disruptive and democratising. It is claimed MOOCs have characteristics that challenge traditional forms of education. This chapter critiques these claims, arguing that MOOCs do not always allow for the diverse motivations of masses of learners. This brings into question forms of data-based support based on and in response to learner behaviours. The chapter interrogates narrative accounts of MOOC learner experiences to pinpoint four distinct ways people learn in MOOCs. Factors critical to learning are motivation, self-regulation, environment and socialisation. Developing analytic tools that address these are important. However, analytics systems tend to personalise learner support in relation to pre-defined course goals, rather than focusing on the goals of the learner. Next generation systems are already focusing on empowering learners to follow their own goals and flexing course designs to fit the goals of each learner. These are more powerful than systems where the students have to adapt to a course designed for the masses.

Can Online Short Courses Foster Business Education for Sustainable Development?

“…However, although most business faculties/schools in Australia have made PRME commitments and acknowledged the significance of BESD (Grant, 2022), the potential of OSCs to foster BESD remains largely untapped. Since micro-credentials like OSCs offered by HEPs represent disruptive forces to traditional processes (see Hood & Littlejohn, 2018) and innovative products (Gedeon, 2020), this research note makes broader analytical contributions to posit OSCs as e-LI. Given that HEPs in advanced economies are increasingly focused on ensuring the relevance of courses under offer in response to emerging socio-environmental challenges (Dhakal et al, 2019), the prospect of OSCs to advance BESD in Australia and beyond cannot be overlooked.…”

A qualitative study to understand the perspectives of MOOC providers on accessibility

“…There is an agreement amongst providers that social interactions in MOOCs provide opportunities to learners with accessibility needs to socialise and to foster their self-regulated learning. This aspect is critical, considering the current shift of some MOOC providers to a less massive and more closed environment for MOOCs (Hood & Littlejohn, 2019).…”