Patterns of engagement in connectivist MOOCs
Published | June 2013 |
Journal | MERLOT Journal of Online Learning and Teaching Volume 9, Issue 2, Pages 1-11 |
ABSTRACT
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation, passive participation, and lurking. In addition, a number of key factors that mediated engagement were identified including confidence, prior experience, and motivation. This study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.Keywords | active participation · connectivism · connectivist massive open online course (cMOOC) · lurking · · networks · passive participation |
Language | en |
ISSN | 1558-9528 |
Refereed | Yes |
Rights | by-nc-sa/3.0/us |
URL | http://jolt.merlot.org/vol9no2/milligan_0613.pdf |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 132 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
Challenges to research in MOOCs
Fournier, Helene; Kop, Rita; Durand, Guillaume
Over the past five years, the emergence of interactive social media has influenced the development of learning environments. Learning management systems have come to maturity, but because they are controlled by ...
Match: active participation; connectivism; connectivist massive open online course (cmooc); lurking; ; networks; passive participation
Supporting professional learning in a massive open online course
Milligan, Colin; Littlejohn, Allison; McGreal, Rory; Conrad, Dianne
Professional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to ...
Match: milligan, colin; littlejohn, allison;
Why study on a MOOC? The motives of students and professionals
Milligan, Colin; Littlejohn, Allison
Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners ...
Match: milligan, colin; littlejohn, allison
Instructional quality of Massive Open Online Courses (MOOCs)
Margaryan, Anoush; Bianco, Manuela; Littlejohn, Allison
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The quality of MOOCs was determined from first principles of instruction, using a course survey ...
Match: littlejohn, allison; margaryan, anoush;
Open, lifewide learning: A vision
Littlejohn, Allison; Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Pegler, Chris
Match: littlejohn, allison
Massive open online courses: A traditional or transformative approach to learning
Vale, Katie; Littlejohn, Allison; Littlejohn, Allison; Pegler, Chris
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then ...
Match: littlejohn, allison
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: connectivist; engagement; connectivism
How learners participate in Connectivist learning: An analysis of the interaction traces from a cMOOC
Wang, Zhijun; Anderson, Terry; Chen, Li
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 ...
Match: connectivist; connectivism
Participants' perceptions of learning and networking in connectivist MOOCs
Saadatmand, Mohsen; Kumpulainen, Kristiina
Massive open online courses (MOOCs) are growing exponentially in higher education. They have attracted the attention of higher education institutions, course designers, and policy makers. They challenge the mainstream ...
Match: connectivist; connectivism;
Great news! OER courses can boost engagement
Ascione, Laura
A two-year study reveals that instructors found OER materials helped them make positive changes to their teaching
Match: engagement