Archive for the ‘MOOCs’ Category

Udacity Official Declares MOOCs ‘Dead’ (Though the Company Still Offers Them)

Udacity helped popularize the idea of offering college-level courses online to anyone for free, a format known as MOOCs (for Massive Open Online Courses). But this week a Udacity official called MOOCs “dead,” leading to questions about what that means for one of the company’s offerings (which still include free MOOCs). EduSurge

Types of Participant Behavior in a Massive Open Online Course

In recent years there has been a proliferation of massive open online courses (MOOCs), which provide unprecedented opportunities for lifelong learning. Registrants approach these courses with a variety of motivations for participation. Characterizing the different types of participation in MOOCs is fundamental in order to be able to better evaluate the phenomenon and to support […]

Higher Education Lecturers’ Lived Experience of Going Public in MOOCs

Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and […]

Metaliteracy as Pedagogical Framework for Learner-Centered Design in Three MOOC Platforms: Connectivist, Coursera and Canvas

This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within the State University of New York (SUNY) developed three MOOCs on three different platforms—connectivist, Coursera and Canvas—to engage with learners about metaliteracy. As a reframing […]

Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015)

To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. For the purpose of this study, content analysis and discourse analysis were employed […]

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed […]

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

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 emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies […]

Free MOOC to Help Student Veterans Transition from Active Service to Higher Education

Columbia University’s new Center for Veteran Transition and Integration has designed a unique MOOC (massive open online course) version of its University Studies course specifically to help veterans transition smoothly from military service to higher education, and bolster their success once they arrive. Designed in partnership with the Center for Teaching and Learning and the […]

Learning from decades of online distance education: MOOCs and the Community of Inquiry framework

Despite their growing popularity, there are many contradictory arguments between supporters and detractors of MOOCs. Nevertheless, the advent of mass-scale online courses is increasingly credited to have the potential to reshape higher education significantly over time, and recent research analyses how and in which ways such a potential can be leveraged. Aim of this conceptual […]

Could Georgia Tech Use Online to Shave Time Off Bachelor’s Degrees?

University uses model from closely observed master’s in computer science on undergraduates for first time, finds notable success and sees path to shaving a year or more off in-person instruction. Inside Higher Ed