Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship

Ebben, Maureen; Murphy, Julien S.

doi:10.1080/17439884.2013.878352

Cited by 209 publications

(172 citation statements)

References 13 publications

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“…Besides, there is an increasing interest from lifelong learners, higher education institutions and for-profit platforms from 2012 onwards, which is also visualized in the Google trends for MOOCs (Figure 2). This pattern is quite similar to those reported by Liyanagunawardena et al (2013), Ebben and Murphy (2014), Sa'don et al (2014) and Raffaghelli et al (2015). Since 2012, MOOC pedagogy has gotten increased attention with clear indications for its big impact on lifelong learning as concluded in the consequent Innovation Reports from the Open University, UK (Sharples et al, 2012;2014).…”

Section: Introductionsupporting

confidence: 85%

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

2016

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Massive Open Online Courses (MOOCs) have attracted a great deal of attention by higher education and private enterprises. MOOCs have evolved considerably since their emergence in 2008, all the while given rise to academic discussions on MOOC impact, design and reach. In an effort to understand MOOCs more comprehensively, this study analyzes theses and dissertations (N = 51) related to MOOCs and published between 2008 and 2015, identifying research trends from these academic documents. Theses and dissertations within this research scope were gathered through a comprehensive search in multiple academic databases. For the purposes of the study, the research employed a systematic review approach. In order to reveal trends in research themes, emphasize theoretical/conceptual backgrounds, research designs and models, first a document analysis was used to collect data and this was followed by a content analysis. Our research findings indicate that MOOC research is generally derived from education, engineering and computer science, as well as information and communication technology related disciplines. Qualitative methodology linked to a case study research model is most common, and the theoretical/conceptual backgrounds are usually distance education related. Remarkably, nearly half of the studies didn't benefit from any theoretical or conceptual perspectives. In sum, this study presents an evaluation regarding research trends derived from MOOC theses and dissertations, and provides directions for future MOOC research.

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Section: Introductionsupporting

confidence: 85%

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

2016

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“…The pedagogies employed in open online courses are receiving attention (Bali, 2014;Ebben & Murphy, 2014;Margaryan, Bianco & Littlejohn, 2015;Toven-Lindsey, Rhoads & Lazano, 2015) yet only a subset of MOOCs have been used in taught paid-for courses and an even smaller subset of these have been used in online distance paid-for courses such as the one presented in this paper. Recently Fischer (2014, p.5) has noted that a 'fundamental challenge is to envision and create symbiotic relationships between MOOCs and courses at universities' and certainly the way in which the relationship is conceptualised and described will determine the role and extent to which the MOOC as a teaching approach, as a platform and as a learning tool could be useful to 'conventional' university courses.…”

Section: Introductionmentioning

confidence: 99%

Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course

Rossade

Whitelock

2016

Interactive Learning Environments

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Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course Journal ArticleHow to cite:Cross, Simon and Whitelock, Denise (2016 Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a MOOC Simon Cross and Denise Whitelock Institute of Educational Technology, The Open University, UKThe new pedagogical opportunities that MOOC (Massive Open Online Course) learning environments offer for the teaching of fee-paying students on university accredited courses is of growing interest to educators. This paper presents a case study from a post-graduate taught course at the Open University, UK, where a MOOC performed the dual role of a core teaching vehicle for fee-paying students and also as a 'free-to-join' course for open learners. Analysis of survey data revealed differences between the two groups in respect to prior experience, knowledge, expectations and planned time commitment. The nature and experience of interaction was also examined. Fee-paying student feedback revealed four conditions in which MOOCs could be considered a pedagogic option for taught-course designers. These are: when there is a subject need; when used to achieve learning outcomes; when there is acknowledgement or compensation for the financial disparity; and when issues of transition and interaction are supported.

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“…There are mainly young people aged from 17 till 35 years (55% of participants of a course) which are having (75%) 5 or are getting higher education (18th %). As a rule, training is not their main occupation.…”

Section: Learner Profilementioning

confidence: 99%

“…Supporters of the optimistical point of view consider online training as the productive and meeting requirements of a modern era mechanism. A number of researches is connected with forecasts about the prospects of development of MOOK-pedagogics constructed on analytical research of already available results of training, [5]. Pessimistic moods are expressed mistrust to this way of training in general, [6] and note an undevelopment of the general pedagogical principles for mass introduction of this technology, [7].…”

Section: Introductionmentioning

confidence: 99%

Massive open online courses: The new vector in classical university education

Mozhaeva

2016

SHS Web of Conferences

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Abstract. The influence of Massive Open Online Course (MOOC) on classical university education is investigated. Opportunities and prospects of development of MOOC at classical universities, requirements to development and implementation of qualitative MOOC-projects, conditions and mechanisms of integration of MOOC into professional education are studied. Work is performed on the basis of the analysis of experience of the world MOOС-platforms and the Russian universities. The new vector in development of classical university under the influence of MOOC is considered on the example of National Research Tomsk State University (http://www.lektorium.tv/mooc). Questioning more than 5000 participants of MOOС-projects was carried out, motivators of learning are revealed, and marketing potential of MOOC and possibility of analytical work on an assessment of the contingent, quality of education and efficiency of the applied technologies are analyzed. The quantitative analysis of basic data is made; results of the analysis are described and presented in the graphic form.

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Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship

Cited by 209 publications

References 13 publications

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

Research Trends in Massive Open Online Course (MOOC) Theses and Dissertations: Surfing the Tsunami Wave

Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course

Massive open online courses: The new vector in classical university education

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