The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
The rise and fall of the “Massively Open Online Courses”
Laaser, Wolfram

PublishedNovember 2014
JournalSouth Eastern European Journal of Public Health
Volume 3, Issue 1

ABSTRACT
The paper summarizes the actual debate about “massive open online courses” (MOOC), a concept that swept over like a “Tsunami” to European educators and universities since its first development in 2008. The definition of the so-called MOOCs, also referred to as a “disruptive educational innovation”, however, is not very precise and has led to some irritations and scepticism. Therefore, the ideas MOOCs rely on, will be described and the pedagogical and technological background will be explained by detailed descriptions of concrete examples. After setting the scene, the factors responsible for the initial hype about MOOCs will be analyzed as well as the upcoming criticism raised against the arguments of the MOOC proponents. The model of the Gartner hype cycle serves as a useful illustration of the ups and downs of expectations related to the introduction of educational innovations. The discussion will be supplemented by a brief flash back on prior developments in distance education. Furthermore, some recent empirical data retrieved from Google Trends are presented to underline that MOOCs are already on the descent. Finally, the conditions for a survival of some specific applications of MOOCs at “the plateau of the cycle of expectations” will be outlined. In conclusion, MOOCs seem to have promoted, especially in the US, the use of online teaching and learning as well as the reflection about open educational resources. However, the blurred definition of the term MOOC combined with exaggerated expectations turned down the initial hype about a “disruptive innovative concept of teaching and learning” to a more modest consideration of its potential.

Keywords connectivism · hype cycle · massive open online courses · MOOC · online learning

ISSN2197-5248
RefereedYes
Rightsby/4.0
DOI10.4119/UNIBI/SEEJPH-2015-57
URLhttp://www.seejph.com/index.php/seejph/article/view/57
Other informationSEEJPH
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
Laaser.pdf · 657.5KB12 downloads



Viewed by 15 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

MOOC and online library
Thinnes, Anne-Marie
Match: connectivism; 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: massive open online courses; MOOC; online learning

Disruption in higher education: Massively Open Online Courses (MOOCs)
Skiba, Diane J.
Match: connectivism; MOOC

MOOCs: A learning journey
Smith, Becky; Eng, Min; Cheung, Simon K. S.; Fong, Joseph; et al.
MOOCs (Massive Open Online Courses) have been radically changing the direction of online education in the last few years. Although sharing many common features, there has been an emergence of two distinct varieties of ...
Match: connectivism; MOOC

MOOCs: A systematic study of the published literature 2008-2012
Liyanagunawardena, Tharindu; Adams, Andrew; Williams, Shirley; McGreal, Rory; Conrad, Dianne
Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many ...
Match: connectivism; MOOC

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; massive open online courses

Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC
Knox, Jeremy
While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, ...
Match: connectivism; MOOC

Connectivity of learning in MOOCs: Facilitators’ experiences in team teaching
Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad
The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses ...
Match: connectivism; MOOC

Theories and applications of Massive Online Open Courses (MOOCs): The case for hybrid design
Anders, Abram; McGreal, Rory; Conrad, Dianne
Initial research on learning in massive open online courses (MOOCs) primarily focused participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies ...
Match: connectivism; MOOC

Learning everywhere, all the time
Cook, Vickie
Learners of all ages and stages today engage in learning online. Students learn everywhere and may be connected to a learning source at any time. Teaching and learning online are about making the necessary connections ...
Match: connectivism; online learning