The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Theories and applications of Massive Online Open Courses (MOOCs): The case for hybrid design
Anders, Abram

PublishedNovember 2015
Type of workSpecial Issue: Towards a European perspective on Massive Open Online Courses
JournalThe International Review of Research in Open and Distributed Learning
Volume 16, Issue 6, Pages 39-61
EditorsMcGreal, Rory and Conrad, Dianne

ABSTRACT
Initial research on learning in massive open online courses (MOOCs) primarily focused participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study develops a conceptual model of prominent theories and applications of MOOCs. It proposes a continuum of MOOC learning design that consolidates previous theories into a tripartite scheme corresponding to primary types of MOOCs including content-based, community/tasked-based, and network-based applications. A series of MOOC hybrids are analyzed to demonstrate the value of this model while also clarifying appropriate applications and significant design challenges for MOOCs.

Keywords blended learning · cMOOCs · connectivism · emergent learning · heutagogy · hybrid MOOCs · MOOC · xMOOCs

ISSN1492-3831
Other number6
RefereedYes
Rightsby/4.0
DOI10.19173/irrodl.v16i6.2185
URLhttp://www.irrodl.org/index.php/irrodl/article/view/2185
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
2185-19055-1-PB.pdf · 437.5KB61 downloads



Viewed by 201 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

MOOCs: A systematic study of the published literature 2008-2012
Liyanagunawardena, Tharindu; Adams, Andrew; Williams, Shirley; McGreal, Rory; Conrad, Dianne
Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many ...
Match: ; connectivism; mooc

On human terms – A first evaluation of a Massive Open Online Course (MOOC) in ergonomics
Berglund, Martina; Osvalder, Anna-Lisa; Tartaglia, Riccardo; Albolino, Sara; et al.
The Massive Open Online Course (MOOC) 'Work and Technology on Human Terms' (www.onhumanterms.org) was launched in July 2017 with the aim to contribute to safer and healthier workplaces by increasing the knowledge about ...
Match: blended learning; mooc

Disruption in higher education: Massively Open Online Courses (MOOCs)
Skiba, Diane J.
Match: connectivism; mooc

Design framework for an adaptive MOOC enhanced by blended learning: Supplementary training and personalized learning for teacher professional development
Gynther, Karsten
The research project has developed a design framework for an adaptive MOOC that complements the MOOC format with blended learning. The design framework consists of a design model and a series of learning design ...
Match: blended learning; mooc

Using MOOCs at learning centers in Northern Sweden
Norberg, Anders; Händel, Åsa; Ödling, Per; McGreal, Rory; Conrad, Dianne
This paper describes the use of globally accessible Massive Open Online Courses, MOOCs, for addressing the needs of lifelong learners at community learning centers in Northern Sweden, by the forming “glonacal” or ...
Match: blended learning; mooc

Connectivity of learning in MOOCs: Facilitators’ experiences in team teaching
Mercado-Varela, Martin Alonso; Beltran, Jesus; Perez, Marisol Villegas; Vazquez, Nohemi Rivera; Ramirez-Montoya, Maria-Soledad
The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses ...
Match: connectivism; mooc

What our MOOC did next: Embedding, exploiting, and extending an existing MOOC to fit strategic purposes and priorities
Borthwick, Kate; Orsini-Jones, Marina; Smith, Simon
This chapter describes how one particular Massive Open Online Course (MOOC), created at the University of Southampton, has evolved beyond its core purpose as a promotional tool, to complement and serve purposes and ...
Match: blended learning; mooc

A Kenyan cloud school. Massive open online & ongoing courses for blended and lifelong learning
Jobe, William
This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects ...
Match: blended learning; mooc

Using mLearning and MOOCs to understand chaos, emergence, and complexity in education
de Waard, Inge; Abajian, Sean C.; Gallagher, Michael; Hogue, Rebecca; et al.
In this paper, we look at how the massive open online course (MOOC) format developed by connectivist researchers and enthusiasts can help analyze the complexity, emergence, and chaos at work in the field of education ...
Match: connectivism; mooc

Integrating MOOCs in traditionally taught courses: Achieving learning outcomes with blended learning
Bralić, Antonia; Divjak, Blażenka
It has been several years since Massive Open Online Courses (MOOC) have entered the higher education environment and many forms have emerged from this new way of acquiring knowledge. Teachers have been incorporating ...
Match: blended learning; mooc