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Archive for the ‘MOOCs’ Category

A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework […]

Free Digital Learning for Inclusion of Migrants and Refugees in Europe: A Qualitative Analysis of Three Types of Learning Purposes

The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little […]

Mapping the open education landscape: citation network analysis of historical open and distance education research

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern […]

Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs

As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners’ perspective, leaving a gap in the literature about MOOC instructors. The current research—conducted in the field of tourism and hospitality—explored early experiences of MOOC instructors as they […]

Rethinking Learning & Teaching In The Digital Age: Ten Key Developments Changing The Dynamics Of Universities And Colleges

In documenting the key developments, we are not suggesting these are the only developments occurring or the order in which these are presented represents any kind of ranking or prioritization or each one applies in all contexts. Rather, these are developments which we see as having the potential to impact the strategic plans and actions […]

What Research Says About MOOCs – An Explorative Content Analysis

Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map patterns in research on MOOCs by reviewing 362 empirical articles published in peer-reviewed journals from 2008 to 2015. […]

Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs

Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course – one that is instructor guided and the other that is student-determined and open. Learners have the option to create their own customized pathway by choosing or […]

Online, Cheap — and Elite

Analysis of Georgia Tech’s MOOC-inspired online master’s in computer science suggests that institutions can successfully deliver high-quality, low-cost degrees to students at scale. But will other colleges follow? Inside Higher Ed

How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces From a cMOOC

In this research paper, the authors analyse the collected data output during a 36 week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs’ hashtag (#change11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. […]

Download Report: MOOC Strategies of European Institutions

This report presents the results of a MOOC survey amongst Higher Education Institutions (HEIs) with a focus on Europe (97% of responses out of the European Higher Education Area (EHEA)). The majority of the responding HEIs are mainly publicly financed (82%) and have an on campus education provision (71%). The survey shows that the majority […]

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