The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Supporting professional learning in a massive open online course
Milligan, Colin and Littlejohn, Allison

PublishedNovember 2014
Type of workSpecial Issue: Research into Massive Open Online Courses
JournalThe International Review of Research in Open and Distributed Learning
Volume 15, Issue 5, Pages 197-213
Original PublicationThe International Review of Research in Open and Distance Learning
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. MOOCs present a potentially useful mechanism for supporting and enabling professional learning, allowing opportunities to link formal and informal learning. However, there is limited understanding of their effectiveness as professional learning environments. Using self-regulated learning as a theoretical base, this study investigated the learning behaviours of health professionals within Fundamentals of Clinical Trials, a MOOC offered by edX. Thirty-five semi-structured interviews were conducted and analysed to explore how the design of this MOOC supported professional learning to occur. The study highlights a mismatch between learning intentions and learning behaviour of professional learners in this course. While the learners are motivated to participate by specific role challenges, their learning effort is ultimately focused on completing course tasks and assignments. The study found little evidence of professional learners routinely relating the course content to their job role or work tasks, and little impact of the course on practice. This study adds to the overall understanding of learning in MOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how professional learning could be integrated with formal, online learning.

Keywords MOOC ·  · professional learning: self-regulated learning

ISSN1492-3831
Other number5
RefereedYes
Rightsby/4.0
URLhttp://www.irrodl.org/index.php/irrodl/article/view/1855
Other informationIRRODL
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
1855-15547-1-PB.pdf · 222.6KB17 downloads



Viewed by 25 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

Massive open online courses: A traditional or transformative approach to learning
Vale, Katie; Littlejohn, Allison; Littlejohn, Allison; Pegler, Chris
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then ...
Match: Littlejohn, Allison; MOOC

Patterns of engagement in connectivist MOOCs
Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is ...
Match: Milligan, Colin; Littlejohn, Allison;

Why study on a MOOC? The motives of students and professionals
Milligan, Colin; Littlejohn, Allison
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...
Match: Milligan, Colin; Littlejohn, Allison

Open, lifewide learning: A vision
Littlejohn, Allison; Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Pegler, Chris
Match: Littlejohn, Allison

Quality in MOOCs: Surveying the terrain
Hood, Nina; Littlejohn, Allison
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It ...
Match: Littlejohn, Allison; MOOC

Massive numbers, diverse learning
Littlejohn, Allison; Hood, Nina
MOOCs provide education for millions of people worldwide. Though it is not clear whether everyone can learn in a MOOC. Building on the typology of MOOC participants introduced is in Chap. 3 , and we explore the claim ...
Match: Littlejohn, Allison; MOOC

Designing for quality?
Littlejohn, Allison; Hood, Nina
There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts' perceptions of how to measure quality in MOOCs, using empirical data we gathered through ...
Match: Littlejohn, Allison; MOOC

The [un]democratisation of education and learning
Littlejohn, Allison; Hood, Nina
MOOCs have engendered excitement around their potential to democratise education. They appear to act as a leveller and offer equal opportunity to millions of learners worldwide. Yet, this alluring promise is not wholly ...
Match: Littlejohn, Allison

Overview and analysis of practices with open educational resources in adult education in Europe
Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Boursinou, Eleni; et al.
This report synthesizes the findings of the "OER4Adults study", a study conducted in 2012-13 by a team from the Caledonian Academy, Glasgow Caledonian University, under a contract with the European Commission Joint ...
Match: Littlejohn, Allison

Reusing resources: Open for learning
Littlejohn, Allison; Pegler, Chris
Special Issue editorial
Match: Littlejohn, Allison