The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship
Ebben, Maureen and Murphy, Julien S.

PublishedJuly 2014
JournalLearning, Media and Technology
Volume 39, Issue 3, Pages 328 - 345

ABSTRACT
The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009–2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012–2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs.

Keywords assessment · cognitive behaviorism · connectivism · learning analytics · MOOCs

ISSN1743-9892
RefereedYes
RightsCopyright © 2016 Informa UK Limited
DOI10.1080/17439884.2013.878352
Other informationLearning, Media and Technology
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 12 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOCS: What The Open University research tells us
Ferguson, Rebecca; Coughlan, Tim; Herodotou, Christothea
This quality enhancement report recommends priority areas for university activity in relation to massive open online courses (MOOCs). It does this by bringing together all The Open University’s published research work ...
Match: assessment; MOOCs

Community tracking in a cMOOC and nomadic learner behaviour identification on a connectivist rhizomatic learning network
Bozkurt, Aras; Honeychurch, Sarah; Caines, Autumm; Bali, Maha; et al.
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular ...
Match: connectivism; MOOCs

A new ecology for learning : An online ethnographic study of learners’ participation and experience in Connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: connectivism; MOOCs

A new ecology for learning: An online ethnographic study of learners’ participation and experience in connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: connectivism; MOOCs

Connectivism and Interactionism reloaded knowledge networks in the cloud
Siemsen, Sabine; Jansen, Rainer; Uden, Lorna; Sinclair, Jane; et al.
Knowledge is not 'a thing' and not a mere pool of data which can be managed. Knowledge is the process of learning. So what really matters is the question of how the process of learning changes in context with Social ...
Match: connectivism; MOOCs

Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories
Khalil, Mohammad; Ebner, Martin
Massive Open Online Courses (MOOCs) are remote courses that excel in their students’ heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOC platforms require ...
Match: learning analytics; MOOCs

Does gamification in MOOC discussion forums work?
Reischer, Matthias; Khalil, Mohammad; Ebner, Martin; Kloos, Carlos Delgado; et al.
Massive Open Online Courses (MOOCs) are a new form of learning environment aimed towards accessibility and openness using contemporary technologies. One of the MOOC's key features is the social interaction which usually ...
Match: learning analytics; MOOCs

Early prediction and variable importance of certificate accomplishment in a MOOC
Ruipérez-Valiente, José A.; Cobos, Ruth; Muñoz-Merino, Pedro J.; Andujar, Álvaro; et al.
The emergence of MOOCs (Massive Open Online Courses) makes available big amounts of data about students' interaction with online educational platforms. This allows for the possibility of making predictions about future ...
Match: learning analytics; MOOCs

Rethinking A Framework for Contextualising and Collaborating in MOOCs by Higher Education Institutions in Africa
Erkkie, Haipinge; Kadhila, Ngepathimo
Massive Open Online Courses (MOOCs) are online courses that are open to anyone with Internet access. Pioneered in North America, they were developed for contexts with broader access to technology and wider access to the ...
Match: connectivism; MOOCs

Massive Open Online Courses (MOOCs): Participant activity, demographics, and satisfaction
Shrader, Sara; Wu, Maryalice; Owens-Nicholson, Dawn; Ana, Kathleen Santa
This paper examines activity patterns, participant demographics, and levels of satisfaction in multiple MOOC offerings at the University of Illinois at Urbana-Champaign from August 2012—December 2013. Using the ...
Match: learning analytics; MOOCs