The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
Lovegrove, Elizabeth · Roberts, George · Waite, Marion · Mackness, Jenny

Published2013
JournalThe International Review of Research in Open and Distance Learning
Volume 14, Issue 4, Pages 1-20
PublisherAU Press
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12).

FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.

The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners.

The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.

Keywords higher education · MOOC · Open Academic Practice

Published atAthabasca, AB
ISSN1492-3831
RefereedYes
Rightsby/3.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/1548
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
1548-12860-1-PB.pdf · 324.5KB11 downloads



Viewed by 11 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

Liminal participants and skilled orienteers: Learner participation in a MOOC for new lecturers
Waite, Marion; Mackness, Jenny; Roberts, George; Lovegrove, Elizabeth
This case study explored learner participation in First Steps in Learning and Teaching in Higher Education (FSLT12), a short massive open online course (MOOC) aimed at introducing learning and teaching in higher ...
Match: Lovegrove, Elizabeth; Roberts, George; Waite, Marion; Mackness, Jenny

Participant association and emergent curriculum in a MOOC: Can the community be the curriculum?
Bell, Frances; Mackness, Jenny; Funes, Mariana
We investigated how participants associated with each other and developed community in a Massive Open Online Course (MOOC) about Rhizomatic Learning (Rhizo14). We compared learner experiences in two social networking ...
Match: Mackness, Jenny; 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: MOOC

Assessment in Massive Open Online Courses
Admiraal, Wilfried; Pilli, Olga; Huisman, Bart
Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open Online Courses (MOOCs) as the most recent development. New web technologies allow for scalable ...
Match: higher education; MOOC

Planning to design MOOC? Think first!
AlDahdouh, Alaa A.; Osório, António J.
Over the last years, educators have been forced to rethink about the whole education system. In 2005, Connectivism, a new learning theory, was emerged. Consequently, Massive Open Online Courses (MOOCs) have been ...
Match: higher education; MOOC

If Freire made a MOOC: Open education as resistance
Morris, Sean Michael; Stommel, Jesse
On November 21 at the OpenEd Conference in Washington, DC, Sean Michael Morris and Jesse Stommel will present on critical digital pedagogy and MOOCs. This is the second of three articles that inspired that talk. The ...
Match: higher education; MOOC

The journey of SWAYAM: India MOOCs initiative
Kanjilal, Uma; Kaul, Pradeep
Under the ‘Digital India’ Initiative of Government of India, one of the thrust area is ‘Massive Online Open Courses (MOOCs)’. Ministry of Human Resource Development, Government of India has embarked on a major ...
Match: higher education; MOOC

The Online Interface and Social Inclusion: A MOOC Study in Turkey
Meri-Yilan, Serpil
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, ...
Match: higher education; MOOC

Blogs and forums as communication and learning tools in a MOOC
Mak, Sui Fai John; Williams, Roy; Mackness, Jenny; Dirckinck-Holmfeld, L.; et al.
This paper presents the findings of research carried out into the use of blogs and forums as communication and learning tools in Connectivism and Connective Knowledge (CCK08), a Massive Open Online Course (MOOC) that ...
Match: Mackness, Jenny

Comparing institutional MOOC strategies 2015 country report - Israel: Status report based on a mapping survey conducted in October - December 2015
Kalman, Yoram M.; Jansen, Darco; Goes-Daniels, Miriam; European Association for Distance Teaching Universities; HOME Project
Executive Summary This report details the responses of seven Israeli higher education institutions (HEIs) to survey questions about their MOOC offerings, and compares them to other European HEIs. The surveys show that ...
Match: higher education; MOOC