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A tale of three MOOCs: Designing for meaningful teacher presence in large-enrolment courses.
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, Athabasca University, Canada

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Online activities and the platforms used have recently become the subject of much interest and debate. With the global interest in MOOCs and how they might support higher education, online activities and the experiences arising from them have become a key area of online education innovation. While discussion boards, forums, and online synchronous meetings have been the basis for quality online learning in the past, these activities do not scale well in MOOCs. Concerns have emerged from the early evidence base highlighting issues of quality in learning and teaching at scale, particularly when the extremely high dropout rates of MOOCs are published in the popular media. By articulating three MOOC cases designed along the continuum of MOOC styles, this paper aims to identify strengths of these open educational offering activities and platforms, and specifically how these cases addressed the scaling of a key educational interaction – the teacher-student interaction.

Citation

Ostashewski, N. (2015). A tale of three MOOCs: Designing for meaningful teacher presence in large-enrolment courses. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 1279-1284). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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