scholarly journals MOOCs: a differentiation by pedagogy, content and assessment

2018 ◽  
Vol 35 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Misrah Hamisah Mohamed ◽  
Michael Hammond
Keyword(s):  
Instructional Design ◽  
Design Methodology ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Content Type ◽  
Fine Grained ◽  
Course Materials

Purpose Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment. Findings The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment. Originality/value The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers.

Participating by activity or by week in MOOCs

2018 ◽  
Vol 119 (9/10) ◽  
pp. 572-585 ◽  
Author(s):  
Alok Baikadi ◽  
Carrie Demmans Epp ◽  
Christian D. Schunn
Keyword(s):  
Learning Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Massive Open Online ◽  
Full Spectrum ◽  
Content Type ◽  
Activity Form

Purpose The purpose of this study was to provide a new characterization of the extent to which learners complete learning activities in massive open online courses (MOOCs), a central challenge in these contexts. Prior explorations of learner interactions with MOOC materials have often described these interactions through stereotypes, which accounts for neither the full spectrum of potential learner activities nor the ways those patterns differ across course designs. Design/methodology/approach To overcome these shortcomings, the authors apply confirmatory and exploratory factor analysis to learner activities within three MOOCs to test different models of participation across courses and populations found within those courses. Findings Courses varied in the extent to which participation was driven by learning activities vs time/topic or a mixture of both, but this was stable across offerings of the same course. Research limitations/implications The results call for a reconceptualization of how different learning activities within a MOOC are designed to work together, to better allow strong learning outcomes even within one activity form or more strongly encourage participation across activities. Originality/value The authors validate new continuous-patterns rather than a discrete-pattern participation model for MOOC learning.

scholarly journals Factors leading to effective teaching of MOOCs

2016 ◽  
Vol 11 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Billy Tak-ming Wong
Keyword(s):  
Effective Teaching ◽  
Design Methodology ◽  
Teaching Effectiveness ◽  
Online Courses ◽  
Meta Analysis ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Course Assessment ◽  
Course Materials

Purpose The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses. Findings The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

scholarly journals Peer assessment for massive open online courses (MOOCs)

2014 ◽  
Vol 15 (3) ◽  
Author(s):  
Hoi K. Suen
Keyword(s):  
Formative Assessment ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Online Discussion Forums ◽  
Assessment Results

<p>The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and problems. The most widely applicable approach for all MOOCs to date is to use peer assessment to provide the necessary feedback. However, unmoderated peer assessment results suffer from a lack of credibility. Several methods are available today to improve on the accuracy of peer assessment results. Some combination of these methods may be necessary to make peer assessment results sufficiently accurate to be useful for formative assessment. Such results can also help to facilitate peer learning, online discussion forums, and may possibly augment summative evaluation for credentialing.</p>

scholarly journals A comparison of MOOC development and delivery approaches

2017 ◽  
Vol 34 (2) ◽  
pp. 152-164 ◽  
Author(s):  
Neil Smith ◽  
Helen Caldwell ◽  
Mike Richards ◽  
Arosha Bandara
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Institutional Support ◽  
Massive Open Online Courses ◽  
The Other ◽  
Massive Open Online ◽  
Content Type ◽  
Cost Development ◽  
Development Processes ◽  
Small Team

Purpose The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University. Design/methodology/approach The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers. Findings MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively. Originality/value This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.

Open courses and MOOCs as professional development – is the openness a hindrance?

2016 ◽  
Vol 58 (2) ◽  
pp. 229-243 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Future Research ◽  
Massive Open Online ◽  
Content Type ◽  
Open Courses ◽  
Practical Implications

Purpose – The purpose of this paper is to analyse if open courses, including massive open online courses (MOOCs), can be used as professional development despite their openness since the openness not only brings together individuals from different organizations but also may make the results of collaboration public. Design/methodology/approach – The setting is eight companies in different sectors and networks, collaborating with Higher Education Institutions in developing open courses in externally funded projects. The opinions of managers and HR-specialists in the companies are investigated and analysed. Findings – The managers and HR-specialists are positive to open courses that deliver professional development. They consider the openness in this kind of course to be of no significant problem. The employee knows what can be shared and what can be kept secret. The conditions are, however, different depending on the kind of company and the kind of inter-company relationship that exists. Research limitations/implications – Several interesting questions arise for future research about the use of open courses as professional development in different categories of inter-firm relationship and trust. Practical implications – If the openness is not a hindrance open online courses would appear to meet the requirement of flexibility; they have the potential of being suitable for professional development for individuals who want to increase their competence, but also as organized professional development in organizations and businesses. Originality/value – This is one of the first studies of the openness as a potential hindrance when open courses including MOOCs are utilized as professional development.

scholarly journals A survey on the pedagogical features of language massive open online courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Billy Tak-ming Wong
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Learning Activities ◽  
Computer Assisted ◽  
Learning Technology ◽  
Discussion Forums ◽  
Massive Open Online ◽  
Content Type

PurposeThis paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.Design/methodology/approachThis study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.FindingsEnglish was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.Originality/valueThe findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.

An interview with Dr Barry Fishman: rethinking higher education

2016 ◽  
Vol 24 (3) ◽  
pp. 221-226
Author(s):  
Lorraine A. Jacques
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Student Outcomes ◽  
Design Methodology ◽  
Online Courses ◽  
Learning Experience ◽  
Massive Open Online Courses ◽  
University Of Michigan ◽  
Massive Open Online ◽  
Content Type

Purpose The purpose of this paper is to share a discussion with Dr Barry Fishman, University of Michigan, concerning how to use technology to improve the learning experience of students in higher education. Design/methodology/approach This article summarizes an interview with Dr Fishman conducted in December 2015. Findings Massive open online courses, personalized learning and changes in how we assess student learning are all opportunities that Fishman believes can improve both student outcomes and intrinsic motivation. Originality/value Changes in technology can enable researchers and educators easier access to implementing various learning environments.

Forecasting the impacts of the “future of work” on universities: a sociological perspective

2020 ◽  
Vol 28 (1) ◽  
pp. 63-71
Author(s):  
Roger Pizarro Milian ◽  
Scott Davies
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Social Forces ◽  
Massive Open Online ◽  
Content Type ◽  
Future Of Work ◽  
For Profit ◽  
The Future ◽  
Institutional Forces

Purpose The purpose of this study is to analyse the prospective impact of the future of work on universities. Design/methodology/approach Several brief case studies of heralded disruptors of higher education (HE) – including digital badges, for-profit universities and massive open online courses – are reviewed to illustrate inertial forces in the system. Findings The results indicate that several social forces will protect most universities from significant disruption, with the impetus for change being felt mostly in the periphery of the system. Originality/value The argument presented in this study serves as a corrective to claims that looming changes in the nature of work will radically disrupt universities. It calls for more nuanced theorizing about the interaction between technical and institutional forces in HE.

Auto Grouping and Peer Grading System in Massive Open Online Course (MOOC)

2015 ◽  
Vol 13 (3) ◽  
pp. 25-43 ◽  
Author(s):  
Yi Chiou ◽  
Timothy K. Shih
Keyword(s):  
Flipped Classroom ◽  
Online Courses ◽  
Peer Assessment ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Course Materials ◽  
Massive Open Online Course ◽  
Learning Platform ◽  
E Learning

E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and videos embedded in active webpages, so that learners intake knowledge of what they need. Now e-learning is not simply providing course materials, while the trend of Massive Open Online Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are designed more practical, suitable, and problem-solving inclined. By this way, learners' learning effectiveness and learning motivation are triggered. In this research, the authors will develop an online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of MOOCs.

Massive open online courses (MOOCs): a tool for intercontinental collaboration in archives and records management education in Eswatini

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Collence Takaingenhamo Chisita ◽  
Vusi Wonderboy Tsabedze
Keyword(s):  
Design Methodology ◽  
Online Courses ◽  
Learning Opportunities ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Records Management ◽  
Interpretive Research ◽  
Massive Open Online ◽  
Content Type ◽  
Qualitative Research Methodology

Purpose The study aims to assess the views of archives and records management (ARM) professionals in Eswatini about massive open online courses (MOOCs). The purpose of this study is to explore the potential of MOOCs as open gateways for ongoing learning opportunities to scholars, institutions and academics across the globe. It explores the challenges of providing MOOCs in a developing country such as Eswatini. Design/methodology/approach The study was anchored on the interpretive research paradigm and adopted a qualitative research methodology. The study used maximum variation sampling to identify individuals that would constitute the research sample. The rationale behind this sampling is to obtain participants with a shared experience within a phenomenon but who have some demographic variance. Findings The findings revealed that there was lack of awareness of the potential of MOOCs in revolutionizing the delivery of ARM courses in Eswatini. The findings support the need for higher education institutions in Eswatini to adopt MOOCs to deliver ARM courses. The study revealed that access to internet connectivity was among the key inhibitors undermining the adaptation of MOOCs for the delivery of ARM courses in Eswatini. Originality/value The novelty of the study is that it brings into the limelight the factors that impede the adaptation of MOOCs for the delivery of ARM courses in Eswatini. It brings into focus the challenges encountered by ARM institutions in Eswatini in moving towards a MOOC-centric mode of course delivery.

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