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cMOOCs and Global Learning: An Authentic Alternative
ARTICLE

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Journal of Asynchronous Learning Networks Volume 17, Number 2, ISSN 1939-5256

Abstract

Massive open online courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations, and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC because it is based on the theory of connectivism and fits the definition of an open educational resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate how a cMOOC can facilitate intercultural connections are shared. We end with reflections, lessons learned, and recommendations.

Citation

Yeager, C., Hurley-Dasgupta, B. & Bliss, C.A. (2013). cMOOCs and Global Learning: An Authentic Alternative. Journal of Asynchronous Learning Networks, 17(2), 133-147. Retrieved June 17, 2019 from .

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