The emerging pedagogy of MOOCs, the educational design of technology and practices of study

Storme, Thomas; Vansieleghem, Nancy; Devleminck, Steven; Masschelein, Jan; Simons, Maarten

doi:10.1007/s40692-016-0070-5

Cited by 19 publications

(11 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…MOOCs offer a clear illustration of this cycle. The early 2010s saw the rise of aspirations for MOOCs as the solution to learning at scale ( Haggard et al, 2013 ; Storme, Vansieleghem, Devleminck, Masschelein, & Simons, 2016 ). MOOC quickly became a more complex signifier, with the MOOC research differentiating cMOOCs, which are decentralized, open-ended, and not bound to a particular online space, and xMOOCs, which are characterized by relying on a single platform, a well-specified instructional sequence, and the use of lecture videos and assignments ( Littlejohn & Hood, 2018 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Given the heights of initial promise it is perhaps unsurprising that the hype around MOOCs (in any form)—and online education at scale more generally—has subsided since 2012, especially in the face of persistently low retention rates and the complex needs of learners in massive online settings ( Losh, 2017 ). However, if we dismiss MOOCs and other technologies as “passing fads,” we miss out on opportunities to learn from situations in which pedagogical aspirations are negotiated in new contexts ( Corbeil et al, 2018 ; Losh, 2017 ; Storme et al, 2016 ). While MOOCs themselves may no longer dominate attention, the affordances of this medium embodied in both cMOOC and xMOOC traditions—reaching learners on a massive scale ( Hollands & Tirthali, 2014 ) and building connections among those learners ( Mackness, Mak, & Williams, 2010 )—remain preoccupations of educators across tools, structures, and formats for learning experiences ( Bayne & Ross, 2015 ; Dede & Eisenkraft, 2016 ; Fishman, 2016 ; Knox, 2014 ; Littlejohn & Hood, 2018 ; Spector, 2017 ; Storme et al, 2016 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Others have noted that the cMOOC/xMOOC binary can limit understandings of the substance of teaching and learning in these spaces—and have argued for looking at shared pedagogical interests and commitments across categories ( Bayne & Ross, 2015 ; Spector, 2017 ; Storme et al, 2016 ). Research has found that in both cMOOCs and xMOOCs it can be difficult for people to find meaningful ways to communicate, with learners desiring more direct feedback and feeling as though they are speaking into a vacuum ( Haavind & Sistek-Chandler, 2015 ; Hew & Cheung, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs

Blum-Smith¹,

Yurkofsky²,

Brennan³

2021

Computers & Education

View full text Add to dashboard Cite

While the hype around Massive Open Online Courses (MOOCs) has subsided in the past few years, such environments provide a rich opportunity to explore ongoing questions at the intersection of teaching, learning, and technology. This paper explores how a set of facilitation teams described enacting their learner-centered pedagogical aspirations through MOOC platforms. Drawing on in-depth interviews, we present a set of six facilitator actions: “giving up control,” “distributing facilitation,” “being live,” “amplifying,” “modeling,” and “being explicit.” We discuss these actions as emerging from the negotiation between existing pedagogical aspirations and the realities of a new medium, highlighting how they involve facilitators both stepping back (making space for and foregrounding learner expertise and perspectives) and stepping in (intervening and directing as a facilitator). This research contributes to the ongoing work of articulating the substance and specificity of teaching in learner-centered pedagogy and the persistent challenges of enacting that pedagogy in massive, online spaces.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs

Blum-Smith¹,

Yurkofsky²,

Brennan³

2021

Computers & Education

View full text Add to dashboard Cite

show abstract

“…Many non-formal learners report challenges in utilizing resources suited to their educational needs (Hassall & Lewis, 2017). As such, successful learning with OERs is contingent upon learners' learning strategies (Storme, Vansieleghem, Devleminck, Masschelein, & Simons, 2016).…”

Section: Self-directed Learning Strategies For Learning With Oersmentioning

confidence: 99%

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Kim¹,

Lee²,

Park³

2019

Brit J Educational Tech

View full text Add to dashboard Cite

Open educational resources (OERs) are increasingly adopted in non‐formal education contexts. However, little research has been conducted to investigate the self‐directed learning patterns of non‐formal learners using OERs. A lack of knowledge about non‐formal learners precludes discussions on how to support their self‐regulated learning in open learning environments. We explored the self‐directed learning patterns of 1892 non‐formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non‐formal learners’ use of self‐directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non‐formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self‐directed learners.

show abstract

“…The research questions of this paper are: "How could we simplify the whole process of educational video production for teachers while producing high quality videos?" (see also (Chew et al 2018;Storme et al 2016)) and "Does the preparation step reduce the complexity of educational video production process?" (see also (Zsombori et al 2011;Sharda 2007)).…”

Section: Educational Video Production Softwarementioning

confidence: 99%

Protocols and software for simplified educational video capture and editing

et al. 2019

View full text Add to dashboard Cite

Recently, educational videos have become important parts of e-learning systems which have in turn become widely used due to their flexibility. These videos should be of high quality since higher production values lead to superior learning outcomes. However, creating high quality video is a difficult task for teachers since it needs technical knowledge that includes video recording and timeline usage. Hence, creating educational video production software, that is at the same time easy-to-use and able to produce high quality educational videos, is very advantageous. In this paper, we developed protocols for an easy-to-use piece of software that enables teachers that have little technological background to produce their own educational videos autonomously. In fact, our contribution is to reduce the complexity of the whole video production process by introducing a preparation step based on micro-teaching and upstream specification. An evaluation of the software with six teachers is performed. This evaluation, based on think-aloud protocol and quantitative measurements, showed that the introduction of the preparation step allowed the participant teachers to produce high quality educational videos in less than three hours.

show abstract

The emerging pedagogy of MOOCs, the educational design of technology and practices of study

Cited by 19 publications

References 26 publications

Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs

Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs

Latent class analysis of non‐formal learners’ self‐directed learning patterns in open educational resource repositories

Protocols and software for simplified educational video capture and editing

Contact Info

Product

Resources

About