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The best part was the contact!: Understanding postgraduate students’ experiences of wrapped MOOCs
Jaffer, Tasneem · Govender, Shanali · Brown, Cheryl

PublishedJune 2017
Type of workSelected papers from the Open Education Consortium Global 2017 Conference
JournalOpen Praxis
Volume 9, Issue 2, Pages 207–221
PublisherInternational Council for Open and Distance Education
CountrySouth Africa, Africa

ABSTRACT
Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness for postgraduate study, and increasing student mobility. Extra-curricular academic and professional skills support is offered through a range of modes, including the wrapping of MOOCs. This research explored the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework. Although the CoI framework surfaced complex relationships between the three presences and students’ learning experiences, with students expressing strong appreciation for the face-to-face contact in addition to online learning, the framework does not surface the substantial impact of learner and structural factors as contributors to learning.

Keywords blended learning · Community of Inquiry framework · MOOCs

ISSN2304-070X
Other number2
RefereedYes
Rightsby/4.0
DOI10.5944/openpraxis.9.2.565
URLhttps://www.openpraxis.org/index.php/OpenPraxis/article/view/565
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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