Wherefore art thou MOOC: Defining massive open online courses
| Published | December 2017 |
| Journal | Online Learning Volume 21, Issue 4, Pages 195-221 |
ABSTRACT
Although MOOCs are a much-discussed topic in higher education, these conversations do not often include details regarding the nuanced nature of these courses. What do we mean when we refer to MOOCs? In the current work, we not only delve into the variations of MOOCs, but more specifically, we put a typology we previously created into practice. Our goal with this work is not only to provide an extended categorization for MOOCs, but also to apply those categories to MOOCs that are currently advertised or already available.| Keywords | defining MOOCs · MOOCs · online learning · typology |
| ISSN | 2472-5730 |
| Other number | 4 |
| Refereed | Yes |
| Rights | Open Access PolicyThis journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. |
| DOI | 10.24059/olj.v21i4.1272 |
| URL | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1272 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 75 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
MOOC makers: Professors’ experiences with developing and delivering MOOCs
Blackmon, Stephanie
Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent ...
Match: Blackmon, Stephanie; online learning
Integrating MOOCs in regular higher education: Challenges and opportunities from a Scandinavian perspective
Dalipi, Fisnik; Ferati, Mexhid; Kurti, Arianit; Zaphiris, Panayiotis; Ioannou, Andri
MOOCs are increasingly being considered by universities as an integral part of their curriculum. Nevertheless, there are several challenges that to some extent slow this process, where the most important one is the ...
Match: MOOCs; online learning
MOOCs and OER in the global south: Problems and potential
King, Monty; Pegrum, Mark; Forsey, Martin
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online ...
Match: MOOCs; online learning
MOOC teaching assistants’ global-engaged learning in the US and China
Li, Yue; Armstrong, Anne; Krasny, Marianne
How can we create a “global-at-home” learning experience for university students to engage them in serving global professional communities online? This study applied global engagement surveys alongside interviews ...
Match: MOOCs; online learning
Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line
Lowenthal, Patrick; Snelson, Chareen; Perkins, Ross
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the ...
Match: MOOCs; online learning
Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: MOOCs; online learning
A new ecology for learning : An online ethnographic study of learners’ participation and experience in Connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina; Ilsley, Paul
This dissertation focuses on Massive Open Online Courses (MOOCs) which have emerged and heralded as new online learning environments able to serve large numbers of students. Identifying two main types of MOOCs known as ...
Match: MOOCs; online learning
Scaling a model of teacher professional learning – Harnessing MOOCS to recreate deep learning Conversations
Butler, Deirdre; Leahy, Margaret; Hallissy, Michael; Brown, Mark; et al.
This paper describes the most recent phase of an innovative model of teacher professional learning that has evolved over a decade (2006 to 2016). Building on the experiences of implementing this face-to-face model, the ...
Match: MOOCs; online learning
Students’ approaches to Massive Open Online Courses: The case of Khan Academy
Arnavut, Ahmet; Bicen, Hüseyin; Nuri, Cahit
The work on Massive Open Online Courses (MOOCs), which has become poıpular, continues to grow since the date it has entered the literature, and academicians are rapidly adopting and using it. Even though most of the ...
Match: MOOCs; online learning
Why do institutions offer MOOCs?
Hollands, Fiona; Tirthali, Devayani
By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and ...
Match: MOOCs; online learning
