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Learning through engagement: MOOCs as an emergent form of provision
Walji, Sukaina · Deacon, Andrew · Small, Janet · Czerniewicz, Laura

PublishedMay 2016
Type of workSpecial Issue: Growing capacities for sustainable distance e-learning provision
JournalDistance Education
Volume 37, Issue 2, Pages 208 - 223

ABSTRACT
Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning.

Keywords MOOCs · online learning design · peer learning · student engagement · teacher presence

ISSN1475-0198
RightsCopyright © 2017 Informa UK Limited
DOI10.1080/01587919.2016.1184400
Other informationDistance Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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