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"The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs

Title"The best part was the contact!": Understanding postgraduate students’ experiences of wrapped MOOCs
Publication TypeJournal Article
Year of Publication2017
AuthorsJaffer, T., Govender S., & Brown C.
PublisherOpen Praxis
Volume9
Start Page207
Issue2
Pagination207–221
Date Published06/2017
Secondary PublisherInternational Council for Open and Distance Education
Type of WorkSelected papers from the Open Education Consortium Global 2017 Conference
ISSN2304-070X
Keywordsblended learning, Community of Inquiry framework, MOOCs
Abstract

Mandated to provide support to postgraduate students, the Office of Postgraduate Studies at the University of Cape Town operates in a context characterised by limited funding and resourcing, varied student preparedness for postgraduate study, and increasing student mobility. Extra-curricular academic and professional skills support is offered through a range of modes, including the wrapping of MOOCs. This research explored the contribution of face-to-face, facilitated sessions to the learning experiences of wrapped MOOC participants. Interviews, surveys and course evaluations were analysed using the Community of Inquiry (CoI) framework. Although the CoI framework surfaced complex relationships between the three presences and students’ learning experiences, with students expressing strong appreciation for the face-to-face contact in addition to online learning, the framework does not surface the substantial impact of learner and structural factors as contributors to learning.

URLhttps://www.openpraxis.org/index.php/OpenPraxis/article/view/565
DOIhttps://doi.org/10.5944/openpraxis.9.2.565
Rights

Attribution 4.0 International (CC BY 4.0)

Refereed DesignationRefereed
Total votes: 47