The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
What's the "problem" with MOOCs?
Holton, Doug

Published4 May 2012
PublisherEdTechDev
CountryUnited States, North America


RefereedDoes not apply
RightsAttribution-ShareAlike 3.0 United States (CC BY-SA 3.0 US)
URLhttps://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/
Access date2018
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 45 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

Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line
Lowenthal, Patrick; Snelson, Chareen; Perkins, Ross
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the ...
Match: instructional design; United States; North America

Learning to learn online: A MOOC with a difference
Cleveland-Innes, Martha; Parker, Nancy K; Ostashewski, Nathaniel; Wilton, Daniel
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016 This research identifies the relationship between ...
Match: instructional design; North America

Massive Open Online Course instructor motivations, innovations, and designs: Surveys, interviews, and course reviews
Zhu, Meina; Bonk, Curtis; Sari, Annisa
This mixed methods study explores instructor motivations for offering massive open online courses (MOOCs) as well as the instructional innovations used to enhance the MOOC design. The researchers surveyed 143 MOOC ...
Match: United States; North America

Pushing toward a more personalized MOOC: Exploring instructor selected activities, resources, and technologies for MOOC design and implementation
Bonk, Curtis; Zhu, Meina; Kim, Minkyoung; Xu, Shuya; et al.
This study explores the activities, tools, and resources that instructors of massive open online courses (MOOCs) use to improve the personalization of their MOOCs. Following email interviews with 25 MOOC and open ...
Match: instructional design; United States; North America

Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: United States; North America

The course as container: Distributed learning and the MOOC
Morris, Sean Michael; Stommel, Jesse; Layne, Prudence C.; Lake, Peter
Critics of MOOCs and connected learning environments in general assert that they are too susceptible to neoliberal motivations, that MOOCs propose to replace 1000 local instructors with one famous one, and that the ...
Match: United States; North America

Instructional quality of massive open online courses: A review of attitudinal change MOOCs
Watson, William R.; Watson, Sunnie Lee; Janakiraman, Shamila
This study builds on prior research regarding attitudinal learning MOOCs, and a study examining the quality of MOOCs based on adherence to the first principles of instruction. Nine MOOCs designed for attitudinal ...
Match: instructional design; United States; North America

Meaningful learner information for MOOC instructors examined through a contextualized evaluation framework
Douglas, Kerrie; Zielinski, Mitchell; Merzdorf, Hillary; Diefes-Dux, Heidi; Bermel, Peter
Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders. To this end, we investigated what kinds of information STEM MOOC instructors ...
Match: United States; North America

Awareness and usage of MOOCs: The underrepresented experience
Houston, Tyreek
MOOC's (Massive Open Online Courses) allow individuals to expand boundaries, enrolling massive numbers of students with potential quality learning materials and resources that may not otherwise exist in underserved ...
Match: United States; North America

Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model
Li, Kun; Moore, David Richard
Massive Open Online Courses (MOOCs) often have low persistence rates, which may be attributed to a learners' lack of motivation. In this design-based research study, Keller's Attention, Relevance, Confidence, ...
Match: United States; North America