Archive for the ‘MOOCs’ Category

Approaches Reflected in Academic Writing MOOCs

Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of […]

Understanding Learners’ Motivation and Learning Strategies in MOOCs

MOOCs (Massive Open Online Courses) have changed the way in which OER (Open Educational Resources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly […]

A Team of Instructors’ Use of Social Presence, Teaching Presence, and Attitudinal Dissonance Strategies: An Animal Behaviour and Welfare MOOC

This case study examined a team of instructors’ use of social presence, teaching presence, and attitudinal dissonance in a Massive Online Open Course (MOOC) on Animal Behaviour and Welfare (ABW), designed to facilitate attitudinal learning. The study reviewed a team of six instructors’ use of social presence and teaching presence by applying the Community of […]

Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities

The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most […]

The Effects of Lecture Diversity on Germane Load

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including […]

Designing Adaptive Learning and Assessment in HarvardX: Collaborative Project by Harvard University and TutorGen

There is an indisputable need for evidence-based instructional designs that create the optimal conditions for learners with different knowledge, skills and motivations to succeed in MOOCs. Harvard University partnered with TutorGen to explore the feasibility of adaptive learning and assessment technology implications of adaptive functionality to course (re)design in HarvardX, and examine the effects on […]

Accessibility of MOOCs: Understanding the Provider Perspective

Massive Online Open Courses (MOOCs) have become an accepted way to make learning opportunities available at large scale and with low cost to the learner. However, only if these are made accessible will they be able to offer flexibility of learning and benefits to all, irrespective of disability. Experience in providing accessible online learning at […]

“It’s a Humbling Experience” – Lessons from Language MOOCs

This contribution reports on a language teacher education project involving student teachers enrolled in beginning-level Language MOOCs. Participants self-reported their main learning experiences against the backdrop of favourable conditions for language learning. Their feedback focused primarily on skills, activities, and participation, as well as the LMOOC design. European Journal of Open, Distance and E-Learning 

Developing a Strategic Approach to MOOCs

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 new environments. Millions of learners have joined these courses, many of them new to learning at this level. Amid all […]

Social Networks and the Building of Learning Communities: An Experimental Study of a Social MOOC

  Social Networks and the Building of Learning Communities: An Experimental Study of a Social MOOC This study aimed to analyze the student’s behaviour in relation to their degree of commitment, participation, and contribution in a MOOC based on a social learning approach. Interaction data was collected on the learning platform and in social networks, […]