What (Use) is a MOOC?

Boyatt, Russell; Joy, Mike; Rocks, Claire; Sinclair, Jane

doi:10.1007/978-94-007-7308-0_15

Cited by 42 publications

(26 citation statements)

References 19 publications

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“…Compared with distance education and technology-enhanced learning, the history of MOOCs is relatively new. The concept of a MOOC was first applied to a 12-week 'Connectivism and Connective Knowledge' facilitated by Stephen Downes and George Siemens at the University of Manitoba in 2008 [1]. In this course, learning was co-created by both students and instructors.…”

Section: Introductionmentioning

confidence: 99%

“…Such a learning approach which emphasises networked and discussion-based learning and deemphasises the instructor as the sole source of content is referred to as cMOOC, in which 'c' stands for connectivism and has its root in connectivism theory of learning [3], [4]. cMOOCs have been criticised by scholars for not providing clear learning pathways and an overreliance on charismatic network leaders [1].…”

Section: Introductionmentioning

confidence: 99%

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A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Deng¹,

Benckendorff²

2017

IJIET

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Abstract-This study reviews research methods commonly adopted in scholarly literature on students' and instructors' experiences of using Massive Open Online Courses (MOOCs), published from January 2014 to April 2016. 53 articles were identified through a search of four electronic databases. The findings show that surveys, interviews, and log files extracted from MOOC platforms were the most frequently adopted methods for data collection. The use of other qualitative research methods such as diary studies and focus groups was less common. The majority of identified articles adopt a single research method. Methodological triangulation is observed in studies which collect data from multiple sources. For studies which adopted methodological triangulation, it is observed that surveys are often triangulated with interviews and log files. The ways in which MOOC scholars use the key research methods are discussed, and future research avenues based on the research results are provided.Index Terms-MOOC, research method, student, review, online course.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Deng¹,

Benckendorff²

2017

IJIET

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“…Earlier studies have indicated that forums do not support learning as well as might be hoped [1] and that many students resist engagement. The rise of the Massive Open Online Course (MOOC) [2] has underlined the need to support collaborative learning. Despite the concerns, forums have become one of the main tools in many MOOC platforms.…”

Section: Introductionmentioning

confidence: 99%

Forum Posting Habits and Attainment in a Dual-Mode MOOC

Onah¹,

Sinclair²,

Boyatt³

2015

IJCDSE

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“…The 2008 course, "Connectivism and Connective Knowledge" (CCK08) provided an early example of a connectivist MOOC (or cMOOC) [29] using this approach. The term is now used more broadly, encompassing widely differing perspectives on learning theory, pedagogy, support and even the meaning of the basic terms "massive", "open" and "course" [4]. The predominant model has become the Coursera/edX type course (or xMOOC) [35,11] with a recognisable pattern of learning resources, quizzes, forums and (sometimes) peer assessment.…”

Section: Introductionmentioning

confidence: 99%

A study of user participation across different delivery modes of a massive open online course

Sinclair

Boyatt

Foss

et al. 2016

IJLT

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Massive Open Online Courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been claimed for these courses to transform education, in practice the majority are deeply conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approaches that scale, many courses rely heavily on very traditional methods such as mini-lectures and quizzes. In particular, learner support is proving to be insufficient for many participants. This paper reports results and experience from developing and presenting a MOOC which provides both "traditional" and supported modes. Users can opt to study the course in the way familiar within most MOOCs (with peer support and limited tutor input) or to receive a high level of experienced tutor support. Having both modes run in parallel allows direct comparison between the experiences and achievements of the two groups. We present the motivation and objectives for the course, discuss results obtained and reflect on lessons learned in the process.

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What (Use) is a MOOC?

Cited by 42 publications

References 19 publications

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

A Contemporary Review of Research Methods Adopted to Understand Students’ and Instructors’ Use of Massive Open Online Courses (MOOCs)

Forum Posting Habits and Attainment in a Dual-Mode MOOC

A study of user participation across different delivery modes of a massive open online course

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