Theories and applications of Massive Online Open Courses (MOOCs): The case for hybrid design
| Published | November 2015 |
| Type of work | Special Issue: Towards a European perspective on Massive Open Online Courses |
| Journal | The International Review of Research in Open and Distributed Learning Volume 16, Issue 6, Pages 39-61 |
| Editors | McGreal, 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 |
| ISSN | 1492-3831 |
| Other number | 6 |
| Refereed | Yes |
| Rights | by/4.0 |
| DOI | 10.19173/irrodl.v16i6.2185 |
| URL | http://www.irrodl.org/index.php/irrodl/article/view/2185 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 361 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 review of the state-of-the-art
Yousef, Ahmed Mohamed Fahmy; Chatti, Mohamed Amine; Schroeder, Ulrik; Wosnitza, Marold; Jakobs, Harald
Massive open online courses (MOOCs) have drastically changed the way we learn as well as how we teach. The main aim of MOOCs is to provide new opportunities to a massive number of learners to attend free online courses ...
Match: MOOC
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
The impact and reach of MOOCs: A developing countries’ perspective
Liyanagunawardena, Tharindu Rekha; Williams, Shirley; Adams, Andrew; Koskinen, Tapio; Mor, Yishay
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs ...
Match: connectivism; MOOC
Blended learning with MOOCs: Towards supporting the learning design process
Albó, Laia; Hernández-Leo, Davinia; Ubachs, George; Konings, Lizzie
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016
For some time now, universities have been making a ...
Match: blended learning; hybrid MOOCs
What have they done with the MOOCs?! The impact of MOOCs on Campus Education
Cabral, Pedro; van Valkenburg, Willem; Dopper, Sofia; Ubachs, George; Konings, Lizzie
Overview of papers on enhancement of European Higher Education as presented during the Online, Open and Flexible Higher Education Conference in Rome, October 2016
In 2013 Delft University of Technology (TU Delft) ...
Match: blended learning; MOOC
A MOOC camp-based flipped classroom: Integrating MOOCs into university curriculum
Mabuan, Romualdo A.
Massive Open Online Courses (MOOCs) are dramatically breaking borders and barriers to teaching and learning as they democratize access to quality international education for teachers and students across the globe. MOOC ...
Match: blended learning; MOOC
Digital culture clash: “massive” education in the E-learning and Digital Cultures MOOC
Knox, Jeremy
While education has been both open and online, the sizeable enrolment numbers associated with massive open online courses (MOOCs) are somewhat unprecedented. In order to gauge the significance of education at scale, ...
Match: connectivism; MOOC
Open, online, and blended: Transactional interactions with MOOC content by learners in three different course formats
Emanuel, Jeffrey; Lamb, Anne
During the 2013-14 academic year, Harvard University piloted the use of MOOCs as tools for blended learning in select undergraduate and graduate residential and online courses. One of these courses, The Ancient Greek ...
Match: blended learning; MOOC
Integrating a MOOC into the postgraduate ELT curriculum: Reflecting on students' beliefs with a MOOC blend
Orsini-Jones, Marina; Gafaro, Barbara Conde; Altamimi, Shooq; Qian, Kan; Bax, Stephen
This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-16). The FutureLearn Massive Open Online Course (MOOC) Understanding Language: Learning and ...
Match: blended learning; MOOC
A framework for interaction and cognitive engagement in connectivist learning contexts
Wang, Zhijun; Chen, Li; Anderson, Terry; McGreal, Rory; Conrad, Dianne
Interaction has always been highly valued in education, especially in distance education (Moore, 1989; Anderson, 2003; Chen, 2004a; Woo & Reeves, 2007; Wang, 2013; Conrad, in press). It has been associated with ...
Match: cMOOCs; connectivism









