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Merging MOOC and mLearning for Increased Learner Interactions

, Athabasca University, Antwerpen, Belgium ; , Department of Applied Linguistics, University of Massachusetts-Boston, Boston, MA, United States ; , University of Ottawa, Ottawa, ON, Canada ; , California State University Northridge, Northridge, CA, United States ; , Department of Distance Education, Anadolu University, Eskisehir, Eskisehir Province, Turkey ; , Universidad Nacional de La Plata, La Plata, Buenos Aires, Argentina ; , Centre for Research on Families and Relationships, University of Edinburgh, Newington, Edinburgh, United Kingdom

IJMBL Volume 4, Number 4, ISSN 1941-8647 Publisher: IGI Global


In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An end-of-course survey provides insight that supports the synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.


de Waard, I., Koutropoulos, A., Hogue, R., Abajian, S., Keskin, N., Rodriguez, C. & Gallagher, M. (2012). Merging MOOC and mLearning for Increased Learner Interactions. International Journal of Mobile and Blended Learning, 4(4), 34-46. IGI Global. Retrieved June 5, 2023 from .