The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course
Cross, Simon and Whitelock, Denise

PublishedMay 2017
JournalInteractive Learning Environments
Volume 25, Issue 44, Pages 439-451
PublisherTaylor & Francis Online
CountryUnited Kingdom, Europe

The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This paper presents a case study from a postgraduate-taught course at the Open University, UK, where a MOOC performed the dual role of a core teaching vehicle for fee-paying students and also as a “free-to-join” course for open learners. An analysis of survey data revealed differences between the two groups in respect to prior experience, knowledge, expectations and planned time commitment. The nature and experience of interaction was also examined. Fee-paying student feedback revealed four conditions in which MOOCs could be considered a pedagogic option for taught-course designers. These are: when there is a subject need; when used to achieve learning outcomes; when there is acknowledgement or compensation for the financial disparity; and when issues of transition and interaction are supported.

Keywords learner expectations · learning design · massive open online courses · MOOC · pedagogy · workload

RightsCopyright © 2018 Informa UK Limited
Other informationInteractive Learning Environments
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 118 distinct readers


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


Developing a strategic approach to MOOCs
Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these ...
Match: learning design; MOOC; pedagogy; United Kingdom; Europe

Moving towards more participatory practice with Open Educational Resources: TESS-India Academic Review
Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; et al.
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The ...
Match: Cross, Simon; pedagogy; United Kingdom

Investigation of temporal dynamics in MOOC learning trajectories: A geocultural perspective
Rizvi, Saman Zehra; Rienties, Bart; Rogaten, Jekaterina; Penstein Rosé, Carolyn; et al.
Openness, scalability, and reachability are intrinsic features of MOOCs. However, research studies in MOOCs indicated low participation from some cultural clusters, mostly from less privileged strata of the world's ...
Match: learning design; massive open online courses; United Kingdom; Europe

A study of user participation across different delivery modes of a massive open online course
Sinclair, Jane; Boyatt, Russell; Foss, Jonathan; Rocks, Claire
Massive open online courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide having registered for one or more of the many available courses. Despite the potential that has been ...
Match: massive open online courses; pedagogy; United Kingdom; Europe

Massive open online courses: A review of usage and evaluation
Sinclair, Jane; Boyatt, Russell; Rocks, Claire; Joy, Mike
The massive open online course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are ...
Match: massive open online courses; pedagogy; United Kingdom; Europe

Innovating pedagogy 2013: Open University innovation report 2
Sharples, Mike; McAndrew, Patrick; Weller, M.; Ferguson, Rebecca; et al.
This second report updates proposes ten innovations that are already in currency but have not yet had a profound influence on education including: -Badges to accredit learning -Citizen inquiry -Crowd Learning -Digital ...
Match: MOOC; pedagogy; United Kingdom; Europe

Extending the MOOC footprint: Supporting capacity building in India
Wolfenden, Freda; Cross, Simon; Henry, Fiona
This paper describes how we addressed the broader programme demands in the design and delivery of the TESS-India MOOC to attract over 10,000 registered participants and a completion rate of 51%. We draw on multiple ...
Match: Cross, Simon; MOOC

OER in and as MOOCs
Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael; et al.
This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators ...
Match: massive open online courses; MOOC; pedagogy

New models of open and distributed learning
Downes, Stephen; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
The last 100 years have seen a significant transformation in the way we understand teaching and learning. This chapter documents that change. We now understand that learning is neither merely the passive reception of ...
Match: learning design; MOOC; pedagogy

Gamification: A key determinant of massive open online course (MOOC) success
Aparicio, Manuela; Oliveira, Tiago; Bacao, Fernando; Painho, Marco
Massive open online courses (MOOCs), contribute significantly to individual empowerment because they can help people learn about a wide range of topics. To realize the full potential of MOOCs, we need to understand ...
Match: massive open online courses; MOOC; Europe