Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

Clarà, Marc; Gregori, Elena Barberà

doi:10.1080/01587919.2013.770428

Cited by 137 publications

(68 citation statements)

References 8 publications

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“…Tschofen and Mackness (2012) emphasized that connectivism focuses more on the collective learning network than the autonomy of each individual learner. In a cMOOC model, learners form networks using social media tools to engage, not only with one another but also with the course content (Bell, 2011;Siemens & Conole, 2011;Clarà & Barberà, 2013). In contrast, xMOOC designs are more focused on content than social networks, promoting individualized learning through lecture videos, quizzes, and assignments.…”

Section: Mooc Designs and Demographicsmentioning

confidence: 99%

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Loizzo

Ertmer²,

Watson³

et al. 2017

OLJ

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Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners' motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults' self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change.

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Section: Mooc Designs and Demographicsmentioning

confidence: 99%

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Loizzo

Ertmer²,

Watson³

et al. 2017

OLJ

View full text Add to dashboard Cite

show abstract

“…The research community is currently studying two main types of MOOCs: cMOOCs take a connectivist approach to teaching, emphasizing peer-based social learning and knowledge generation [6,19]. xMOOCs aim to scale up traditional lecture-based courses by offering online video presentations and exams [3,7,10].…”

Section: Background On Massive Open Online Coursesmentioning

confidence: 99%

Demographic differences in how students navigate through MOOCs

Guo

Reinecke

2014

Proceedings of the First ACM Conference on Learning @ Scale Conference

255

119

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The current generation of Massive Open Online Courses (MOOCs) attract a diverse student audience from all age groups and over 196 countries around the world. Researchers, educators, and the general public have recently become interested in how the learning experience in MOOCs differs from that in traditional courses. A major component of the learning experience is how students navigate through course content.This paper presents an empirical study of how students navigate through MOOCs, and is, to our knowledge, the first to investigate how navigation strategies differ by demographics such as age and country of origin. We performed data analysis on the activities of 140,546 students in four edX MOOCs and found that certificate earners skip on average 22% of the course content, that they frequently employ non-linear navigation by jumping backward to earlier lecture sequences, and that older students and those from countries with lower student-teacher ratios are more comprehensive and non-linear when navigating through the course.From these findings, we suggest design recommendations such as for MOOC platforms to develop more detailed forms of certification that incentivize students to deeply engage with the content rather than just doing the minimum necessary to earn a passing grade.

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“…The works searched were those that directly address the learning theories, connectivism being among them, as approached by Clarà and Barberà (2013).…”

mentioning

confidence: 99%

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

Zancanaro

Domingues

2017

RIED

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Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC) Airton Zancanaro Maria José Carvalho de Souza Domingues Universidade Regional de Blumenau, FURB (Brasil) AbstractMassive Open Online Courses (MOOCs) have been gaining attention from Academy by the disruptive innovation with which technology is brought into the educational system. Due to the emergence of the theme, the area needs recent bibliometric studies that point at previous studies about it and indicate directions for further research. Therefore, this study aims to map MOOC researches on published until December 2014 in two scientific databases: Scopus and Web of Science. Relevant aspects of scientific literature on MOOCs were explored from the collected data such as: (i) the number of publications per year; (ii) mapping of the institutions; (iii) authors with the most publications; (iv) classification in macro-theme of the identified jobs and (v) references most used by the authors. For the analysis, it was used 294 papers written by 694 authors, affiliated with 266 institutions. In the articles analysed, the authors used 5,060 different references, as well as 634 different keywords. This work, in addition to a mapping of research, aims to contribute to the spreading of the idea that the MOOC theme is emerging, promising and it needs to go further in the development of new researches.Keywords: Massive Open Online Courses; bibliometric studies; databases. ResumenLos Massive Open Online Courses (MOOC) están ganando atención en el campo académico por la innovación disruptiva que llevan para el sistema educativo. Debido a la emergencia del tema, el área necesita estudios bibliométricos recientes que apunten los estudios realizados previamente y sugieran pautas para futuras investigaciones. Por tanto, el presente trabajo tiene como objetivo mapear las investigaciones acerca de MOOCs publicadas hasta diciembre de 2014 en dos bases de datos científicas: Scopus y Web of Science. A partir de los datos recogidos, algunos aspectos relevantes fueron explorados, a saber: (i) el número de publicaciones por año; (ii) el mapeo de las instituciones; (iii) los autores con la mayor cantidad de publicaciones; (iv) la clasificación en macrotemas de los trabajos identificados y (v) las referencias más utilizadas por los autores. Para el análisis, fueron utilizados 294 artículos escritos por 694 autores, afiliados a 266 instituciones. En esos trabajos los autores utilizaron 5.060 referencias diferentes, así como 634 palabras clave. En los artículos analizados, los autores utilizaron 5.060 referencias diferentes, así como 634 palabras claves diferentes. Este trabajo, además de un mapeo de investigación, tiene como objetivo contribuir para la

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Learning online: massive open online courses (MOOCs), connectivism, and cultural psychology

Cited by 137 publications

References 8 publications

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Adult MOOC Learners as Self-Directed: Perceptions of Motivation, Success, and Completion

Demographic differences in how students navigate through MOOCs

Analysis of the scientific literature on Massive Open Online Courses (MOOCs) / Análisis de la literatura científica sobre los cursos en línea abiertos y masivos (MOOC)

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