Instructor Perceptions of Quality Learning in MOOCs They Teach

Abstract

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.

Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals

“…However, not all MOOC pedagogical models are valid. As shown in Figure 5, MOOCs conceived of under sustainable curricular approaches must develop pedagogical designs based on constructivism (cMOOC), where the student is the protagonist of his/her learning through active and collaborative methodologies [56,57]. We do not mean that an xMOOC, with teaching model focused on the transmission of information, could not work.…”

“…However, given the specific context, in which students are starting with this type of training, a MOOC is needed that has the students as its core focus, rather than the transmission of information typical of the xMOOCs [59,60]. constructivism (cMOOC), where the student is the protagonist of his/her learning through active and collaborative methodologies [56,57]. We do not mean that an xMOOC, with teaching model focused on the transmission of information, could not work.…”

Predicting Cognitive Presence in At-Scale Online Learning: MOOC and For-Credit Online Course Environments

“…Asynchronous discussion forums serve as a platform to support the learning process of online students by allowing them to build and share knowledge with others. Regarding learning in MOOCs, several studies have revealed that instructors perceive the beneficial role of online discussion features in facilitating quality learning (e.g., Askeroth & Richardson, 2019). Asynchronous discussion platforms are usually designed to help students learn from others by not only providing a venue for communication and interaction among students and instructors but also by enhancing content delivery (Baglione & Nastanski, 2007).…”

Opportunities and Challenges in ESL Online Learning Environment: A Review of Literature

“…The teacher should take the role of a facilitator that applies constructivism theory in the online learning environment through collaborative activities that supports learning outcomes (Robinson et al, 2017). Social constructivism emphasizes on collaboration, communication and interactions among students which can be implemented in the online learning environment by encouraging students to interact with peers in the process of knowledge construction (Askeroth & Richardson, 2019).…”