Unpacking MOOC Scholarly Discourse: A Review of Nascent MOOC Scholarship ARTICLE
Learning, Media and Technology Volume 39, Number 3, ISSN 1743-9884
The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009-2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009-2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012-2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs.
Ebben, M. & Murphy, J.S. (2014). Unpacking MOOC Scholarly Discourse: A Review of Nascent MOOC Scholarship. Learning, Media and Technology, 39(3), 328-345. Retrieved October 20, 2018 from https://www.learntechlib.org/p/153870/.
Patrick Lowenthal, Chareen Snelson & Ross Perkins, Boise State University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 3 (Jul 11, 2018)
Marshall Thomas, Harvard Medical School; Selen Trkay, Harvard University; Michael Parker, Harvard Medical School
The International Review of Research in Open and Distributed Learning Vol. 18, No. 7 (Nov 29, 2017)
Dodzi Amemado & Stefania Manca
Journal of e-Learning and Knowledge Society Vol. 13, No. 2 (May 29, 2017)
Paula Hodgson, The Chinese University of Hong Kong, Hong Kong
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 946–951
George Veletsianos, Royal Roads University; Peter Shepherdson
The International Review of Research in Open and Distributed Learning Vol. 17, No. 2 (Mar 01, 2016)
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.