The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
How to succeed in a MOOC - Massive Online Open Course
Koutropoulos, Apostolos and Hogue, Rebecca J.

PublishedOctober 2012
JournalLearning Solutions Magazine
Pages 1-5

In the past couple of years, massive online open courses (MOOCs) have become a trend among
many members
of the educational online community. This is particularly true of faculty who are
interested in open educational resources.
The course Connectivism and Connective Knowledge (CCK),
Stephen Downes, has been offered
at least three times since 2008, and ad
ditional MOOCs have been offered that cater to a variety of
learning topics including digital storytelling, mobile learning (mLearning), learning analytics, the future
of education, and instructional ideas for online success, just to name a few.
The struct
ure and design of each MOOC varies. For example, the primary means of communication in
a MOOC may be:

A learning management system such as Moodle or Blackboard

Online groups such as Yahoo or Google groups

An aggregation of various distributed platforms, s
uch as blogs and Twitter, or using
gRSShopper (pronounced
A MOOC may provide specific content to learn; however, it is more common for MOOCs to provide
learning objectives, or topics, and a list of resources to guide learners to those objectiv
es rather than
providing didactic content for learners to consume. MOOCs provide opportunities to engage in
learning while connecting with others.
Learners who are new to MOOCs, and who are not familiar with self
directed learning, often struggle
to find t
heir place within a MOOC. The majority of MOOCs require that the learner be self
and proactive in the learning process. In this article, we offer a few recommendations that will help
learners make the most of a MOOC experience. In addition to enga
ging in the course material, they
provide learners with an opportunity to develop or expand their personal learning networks (PLN).
Learner success is enhanced by learner actions before, during, and after the MOOC.

Keywords learners · MOOC · online learning · pesonal learning network

Rights©2012 eLearning Guild
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 62 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


Merging MOOC and mLearning for increased learner interactions
de Waard, Inge; Koutropoulos, Apostolos; Hogue, Rebecca J.; Abajian, Sean C.; et al.
In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate ...
Match: Koutropoulos, Apostolos; Hogue, Rebecca J.; MOOC

Exploring the MOOC format as a pedagogical approach for mLearning
de Waard, Inge; Koutropoulos, Apostolos; Keskin, Nilgün Özdamar; Abajian, Sean C.; et al.
This paper takes a look at the MOOC format as a possible pedagogical approach to fit mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats. The paper presents a case ...
Match: Koutropoulos, Apostolos; Hogue, Rebecca J.; MOOC

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education
de Waard, Inge; Abajian, Sean C.; Gallagher, Michael; Hogue, Rebecca; et al.
In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education ...
Match: Koutropoulos, Apostolos; MOOC

Refining success and dropout in massive open online courses based on the intention–behavior gap
Henderikx, Maartje A.; Kreijns, Karel; Kalz, Marco
In this paper we present an alternative typology for determining success and dropout in massive open online courses (MOOCs). This typology takes the perspectives of MOOC-takers into account and is based on the their ...
Match: MOOC; online learning

Assessing the effect of Massive Open Online Courses as remedial courses in higher education
Agasisti, Tommaso; Azzone, Giovanni; Soncin, Mara
The current study assesses the effect of using Massive Open Online Courses (MOOCs) with the specific goal of providing remedial education. The data refer to an Italian flagship university, Politecnico di Milano, where a ...
Match: MOOC; online learning

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: Koutropoulos, Apostolos

Adapting a MOOC for research: Lessons learned from the first presentation of literature and mental health: Reading for wellbeing
Hodge, Rachael
The University of Warwick’s FutureLearn MOOC Literature and Mental Health: Reading for Wellbeing, which began its first presentation February 2016, was identified as an opportunity to conduct some research into the ...
Match: MOOC; online learning

Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study
Soffer, Tal; Cohen, Anat; McGreal, Rory; Conrad, Dianne
The study presented in this paper examines the feasibility of using MOOCs as a learning environment in academic courses. This paper focuses on the students who participated in two MOOCs offered by Tel Aviv University ...
Match: MOOC; online learning

Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs
Comer, Denise; Clark, Charlotte; Canelas, Dorian; McGreal, Rory; Conrad, Dianne
This study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a ...
Match: MOOC; online learning

Massive, open, online, and national? A study of how national governments and institutions shape the development of MOOCs
Tømte, Cathrine; Fevolden, Arne Martin; Aanstad, Siri
We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the ...
Match: MOOC; online learning