Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)
Research literature on Massive Open Online Courses (MOOCs) is still limited and tends to focus on the learner perspective. This paper reports on the experiences of ten UK-based individuals involved in designing, developing, or delivering MOOCs (learning technologists, coordinators, designers, course builders or facilitators). We focus on the following key areas: 1) reasons to offer MOOCs, 2) design, creation and delivery processes, 3) attainment and course evaluation, and 4) challenges and recommendations for the future. Findings show that MOOCs are usually collaboratively created to “follow the trend”, increase student enrolments, repurpose existing materials and/or address an international audience. The role of the teacher (also in the form of student moderators) centers on maintaining discussions on track. Evaluations of MOOC usually lack agreed indicators of success.
Padilla Rodríguez, B.C., Armellini, A. & Cáceres Villalba, V.C. (2016). Massive Open Online Courses (MOOCs) Behind the Scenes. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 359-366). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved December 17, 2018 from https://www.learntechlib.org/primary/p/172746/.
© 2016 Association for the Advancement of Computing in Education (AACE)
- Allen, E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
- Anderson, T. (2013). Promise and/or Peril: MOOCs and Open and Distance Education. Athabasca University. Retrieved from http://www.col.org/sitecollectiondocuments/moocspromiseperil_anderson.pdf
- Arnold, P., Kumar, S., Thillosen, A., & Ebner, M. (2014). Offering cMOOCs collaboratively: The COER13 experience from the convenors’ perspective. ELeanrning Papers, 37, 63-68.
- Bayne, S. & Ross, J. (2014). The pedagogy of the Massive Open Online Course: the UK view. York, UK: Higher Education Academy. Retrieved from: https://www.heacademy.ac.uk/sites/default/files/hea_edinburgh_mooc_web_240314_1.pdf
- Blackboard. (2014). Institutions. Retrieved from https://openeducation.blackboard.com/institutions?tab_tab_group_id=_13_1
- Evans, S., & Myrick, J.G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295-311.
- Fedewa, K., Grabill, J.T., Heine, K., Lindquist, J., & Royston, J. (2014). Thinking about thinking like a writer: Learning at scale in a writing MOOC. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3) 163-184.
- FutureLearn. (2016). Partners and Universities. Retrieved from https://www.futurelearn.com/partners
- Hollands, F.M., & Tirthali, D. (2014). Why do institutions offer MOOCs? Journal of Asynchronous Learning Network, 18, 1–20.
- Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf
- Jordan, K. (2015). MOOC completion rates. Retrieved from http://www.katyjordan.com/MOOCproject.html
- Liyanagunawardena, T., Adams, A., & Williams, S. (2013). MOOCs: A systematic study of the published literature 2008-2012.
- Milligan, C. & Littlejohn, A. (2014). Supporting professional learning in a massive open online course. The International Review of Research in Open and Distributed Learning (IRRODL), 15(5), 197-213. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1855
- Padilla Rodríguez, B.C., Bird, T. & Conole, G. (2015). Evaluation of Massive Open Online Courses (MOOCs): A Case Study. In Proceedings of Global Learn 2015 (pp. 527-535). Association for the Advancement of Computing in Education (AACE).
- Rodriguez, C.O. (2012). MOOCs and the AI-Stanford Like Courses: Two Successful and Distinct Course Formats for Massive Open Online Courses.
- Sharples, M., Adams, A., Ferguson, R., Gaved, M., McAndrew, P., Rienties, B., Weller, M. & Whitelock, D. (2014). Innovating Pedagogy 2014: Exploring new forms of teaching, learning and assessment, to guide educators and policymakers. United Kingdom: The Open University. Retrieved from http://www.open.ac.uk/iet/main/files/iet-web/file/ecms/webcontent/Innovating_Pedagogy_2014.pdf
- Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3-10.
- Siemens, G. (2013). Massive Open Online Courses: Innovation in Education? In R. McGreal, W. Kinuthia, S. Marsha & T. McNamara (Eds.), Open Educational Resources: innovation, research and practice (pp. 5-16). Vancouver, Canada:
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Brenda Cecilia Padilla Rodriguez, Universidad Autónoma de Nuevo León, Mexico; Alejandro Armellini, University of Northampton, United Kingdom; Susana Leticia de la Garza Escamilla, Universidad Autónoma de Nuevo León, Mexico
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1641–1647
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.