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Learning from MOOCs: A Qualitative Case Study from the Learners' Perspectives
ARTICLE

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Educational Media International Volume 52, Number 2, ISSN 0952-3987

Abstract

This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll's model of school learning as a theoretical framework, the study employed an autoethnography method to collect empirical data in three different MOOCs. Data analysis from regularly recorded journals revealed commonalities and differences in learner experiences. Based on the results, a refined version of Carroll's model was produced to provide a foundation for future research and development into MOOCs.

Citation

Park, Y., Jung, I. & Reeves, T.C. (2015). Learning from MOOCs: A Qualitative Case Study from the Learners' Perspectives. Educational Media International, 52(2), 72-87. Retrieved October 18, 2019 from .

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