Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

Abstract

FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC 'veterans' who served as role models and guides for less experienced MOOC learners.The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.

Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design

“…In a case study of FSLT12, Mackness et al (2013) noted that participants reported encountering challenges similar to those reported by other studies of connectivist learning including adapting to distributed learning environments, collaborative learning styles, managing online identities, and overcoming the inherent uncertainty of emergent learning. However, the combination of peer mentorship and task-based learning strategies proved a successful means of supporting novice participants.…”

“…However, this approach has been criticized as operating on regressive pedagogical principles (Guardia, Maina, & Sangra, 2013;Hollands & Tirthali, 2014;Rodriguez, 2012;Stacey, 2014). Mackness, Waite, Roberts, and Lovegrove (2013) note: "The pedagogical approach of the massive xMOOCs is currently under scrutiny since some research suggests that large-scale lectures and demonstrations do not support learner understanding" (p. 154). From the perspective of socialconstructivism, the xMOOC model conflicts with research that has demonstrated the importance of social engagement, applied practice, and formative feedback for effective online learning.…”

“…Many task-based hybrids have also included connectivist and network-based elements. Through an emphasis on structured activities with focused learning objectives, task-based MOOCs provide a scaffolded approach to engaging more andragogical or heutagogical experiences and emergent styles of learning (Beaven et al, 2014;Mackness et al, 2013).…”

“…Thus, community and task-based hybrids may be especially suited to support the growth of learners along the spectrum of learning styles including developing capacities for heutagogical learning. In particular, Mackness et al (2013) argued small-scale task-based hybrids may prove a viable application of MOOCs for university courses to both facilitate "open professional development" and introduce new learners to network-based learning experiences (p. 155).…”

Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade

“…This has implications for diversity (Mackness, Waite, Roberts & Lovegrove, 2013). As the numbers drop, diversity decreases and it becomes increasingly difficult for some learners to sustain their weak connections.…”