Massive Open Online Courses

Wulf, Jochen; Blohm, Ivo; Leimeister, Jan Marco; Brenner, Walter

doi:10.1007/s12599-014-0313-9

Cited by 95 publications

(39 citation statements)

References 10 publications

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“…In the present study, Mayring's (37) deductive model of qualitative content analysis was used as the research method. Deductive model was used because in this model, the researcher uses the existing theories to identify and encode them to extract intended categories (38). Based on this model, in the first step, we identified the research question.…”

Section: Methodsmentioning

confidence: 99%

Connectivism: Implications for Distance Education

Banihashem

Aliabadi

2017

Interdiscip J Virtual Learn Med Sci

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Background: According to the connectivism learning theory, learning has a different form in the digital age compared to the industrial age, where traditional learning theories were applied. Thus, this study aimed at identifying and discovering implications of connectivism learning theory for distance education. Methods: The present study was a qualitative research. Population of this study was all the documents that were published in Iran during 2007 and 2015. Based on this search, about 100 valid published academic materials including papers, books, websites, conferences, and other academic materials were recognized. Because of the large overlap of these materials, by using purposive sampling, 10 cases were selected as the research sample. In this study, Mayring's deductive qualitative content analysis method was used to extract implications of connectivism learning theory for distance education. According to the deductive model of qualitative content analysis, research question was identified in the first step. In the second step, valid and relevant publications and texts were determined. In the third step, aspects of theoretical analysis and categories were defined. In the fourth step, encoding of analysis units was done to infer the subcategories. In the fifth step, the main categories were extracted based on their most consistency with the subcategories; and in the final step, results were interpreted and quantitative assessment (e.g., frequencies) was done. Results:The results of this study referred to 9 connectivism implications as follow: networked teacher, networked students, networked learning, ecosystem, information and knowledge stream, connection and interaction, pluralism, and value measuring. Conclusion: Findings of this study may be useful and helpful for instructional and learning designers in e-learning environments.

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Section: Methodsmentioning

confidence: 99%

Connectivism: Implications for Distance Education

Banihashem

Aliabadi

2017

Interdiscip J Virtual Learn Med Sci

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“…When taking our teaching innovation with a flipped classroom into account, it would also be possible to convert this approach to a MOOC on one of the wellknown platforms. Therefore, digitized higher education is in the area of conflict between generating revenues as a business model on MOOC platforms (Wulf et al 2014) and enabling open education for everybody. Third and connected with the latter, higher education and politics should take a very close look at the debate over open educational resources, which could be also a major driver of technology in teaching and further the process that lecturers can guide and interact with their students, instead of producing new content.…”

Section: What To Do Next?mentioning

confidence: 99%

Higher Education and the Opportunities and Challenges of Educational Technology

et al. 2018

Self Cite

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“…While some authors have highlighted the potential of MOOCs as an effective means of democratizing higher education by increasing the access of non-traditional participants (Lewin, 2012;Wulf et al, 2014), demographic research has shown that MOOC users comprise a fairly homogeneous population. Typically, MOOC participants are young, well-educated males, living in developed countries, and have obtained higher levels of formal education (Christensen et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus far a number of researchers have pondered key questions concerning who MOOC participants are and how they engage within MOOC platforms (Breslow, Pritchard, DeBoer, Stump, Ho, & Seaton, 2013;Christensen, Steinmetz, Alcorn, Bennett, Woods, & Emanuel, 2013;Jordan, 2014;Wulf, Blohm, Brenner, & Leimeister, 2014). Our aim is to expand upon this endeavor in two ways.…”

Section: Introductionmentioning

confidence: 99%