The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Adapting a MOOC for research: Lessons learned from the first presentation of literature and mental health: Reading for wellbeing
Hodge, Rachael

PublishedDecember 2016
JournalJournal of Interactive Media in Education
Volume 2016(1)

ABSTRACT
The University of Warwick’s FutureLearn MOOC Literature and Mental Health: Reading for Wellbeing, which began its first presentation February 2016, was identified as an opportunity to conduct some research into the course subject area, ‘reading for wellbeing’ or ‘bibliotherapy’. Since 2013, a substantial body of literature has emerged in the field of MOOC-related research, with the MOOC becoming both the subject of and vehicle for research. The research approach adopted in Literature and Mental Health was influenced by other, recent research studies conducted within MOOCs, and particularly by the first presentation of Monash University’s Mindfulness for Wellbeing and Peak Performance FutureLearn MOOC, which distributed a stress survey to its learners in the first and final weeks of the course, to assess the efficacy of the course’s mindfulness practices.
A number of reasons for trialling the use of this MOOC as a research tool were identified at the project’s outset. MOOCs give researchers access to large numbers of possible research participants, making MOOC research an attractive prospect, while the opportunity to gather valuable, potentially publishable data from free online courses may help to justify the time and resources expended during the production of new MOOCs. Several additional benefits of in-MOOC research were discovered during the process, including the potential for research activities to enrich the learner experience. However, a number of challenges and limitations were also encountered during the development of the study; the inevitable self-selection bias among MOOC learners, and the difficulty of establishing a control group within the MOOC activities, posed impediments to the gathering of useful, publishable data.
Although we were aware of other MOOCs which had been used as vehicles for research, the process of adapting Literature and Mental Health for this research study was nonetheless an illuminating and instructive experience. The purpose of this paper is to reflect on that experience, and to consider the lessons learned during the process which may be useful in informing future research studies conducted via Massive Open Online Courses.

Keywords bibliotherapy · MOOC · online learning · research

RefereedYes
Rightsby/4.0
URLhttp://doi.org/10.5334/jime.428
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
428-3358-1-PB.pdf · 1.2MB7 downloads



Viewed by 32 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

Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
Comer, Denise; Clark, Charlotte; Canelas, Dorian; McGreal, Rory; Conrad, Dianne
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a ...
Match: MOOC; online learning

Massive Open Online Courses: Innovation in education?
Siemens, George; McGreal, Rory; Kinuthia, Wanjira; Marshall, Stewart
Match: MOOC; online learning

Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study
Soffer, Tal; Cohen, Anat; McGreal, Rory; Conrad, Dianne
The study presented in this paper examines the feasibility of using MOOCs as a learning environment in academic courses. This paper focuses on the students who participated in two MOOCs offered by Tel Aviv University ...
Match: MOOC; online learning

Opportunities in online education -Staying ahead of the curve: The case of the MOOC
Wood, Michael T.
I propose to share with you today some personal thoughts about MOOCs. I claim no particular expertise or corner of the market. However, I have taught extensively in the classroom, online, and in the corporate boardroom. ...
Match: MOOC; online learning

Developing a MOOC for communicative English: A battle of instructional designs
Rafiq, Karmila Rafiqah M.; Hashim, Harwati; Yunus, Melor Md; Pazilah, Fetylyana Nor
The Communicative English (CE) of workers is still worrying for employers. Many employers carry out face-to-face English forworkplace training to curb the problem, but it is outdated, time-consuming and expensive. One ...
Match: MOOC; online learning

MOOC makers: Professors’ experiences with developing and delivering MOOCs
Blackmon, Stephanie
Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent ...
Match: MOOC; online learning

How to succeed in a MOOC - Massive Online Open Course
Koutropoulos, Apostolos; Hogue, Rebecca J.
In the past couple of years, massive online open courses (MOOCs) have become a trend among many members of the educational online community. This is particularly true of faculty who are interested in open educational ...
Match: MOOC; online learning

Brief report on Open Praxis figures and data (2017)
Inés Gil-Jaurena
In the first Open Praxis issue in 2018 we briefly report on some statistics and information about Open Praxis development. The report covers the period January 2013 - December 2017, with a special focus in volume 9, ...
Match: MOOC; online learning

MOOCs as a method of distance education in the Arab World – A review paper
Adham, Raniah Samir; Lundqvist, Karsten Oster
Massive Open Online Courses (MOOCs) in the Arab World are still in their infancy. Many Arab countries are now starting to launch their MOOC platforms; however, there are only a few who have actually implemented such ...
Match: MOOC; online learning

Grit and intention: Why do learners complete MOOCs?
Wang, Yuan; Baker, Ryan
In recent years there has been considerable interest in how many learners complete MOOCs, and what factors during usage can predict completion. Others, however, have argued that many learners never intend to complete ...
Match: MOOC; online learning