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MOOCocracy: The learning culture of massive open online courses

TitleMOOCocracy: The learning culture of massive open online courses
Publication TypeJournal Article
Year of Publication2016
AuthorsLoizzo, J., & Ertmer P. A.
PublisherEducational Technology Research and Development
Volume64
Start Page1013
Issue6
Pagination1013–1032
Date Published12/2016
Secondary PublisherSpringerLink
ISSN1556-6501
Keywordsdistance education, learning culture, MOOC, social learning, virtual ethnography
Abstract

Massive open online courses (MOOCs) are often examined and evaluated in terms of institutional cost, instructor prestige, number of students enrolled, and completion rates. MOOCs, which are connecting thousands of adult learners from diverse backgrounds, have yet to be viewed from a learning culture perspective. This research used virtual ethnographic methods to investigate the adult learner experience in a MOOC learning culture. Specifically, authors observed and interviewed twelve adult learners from countries around the world to gain a richer understanding of their online experiences and interactions within a MOOC focused on the social justice topic of human trafficking. Results showed that while a MOOC learning culture has some similarities to traditional distance education environments, it is indeed complex due to the large global scale. Based on the six themes that emerged from the data, the authors present the concept of MOOCocracy–-a social learning democracy, as a description of the MOOC learning culture. Implications for MOOC instructional design are also discussed.

URLhttps://doi.org/10.1007/s11423-016-9444-7
DOI10.1007/s11423-016-9444-7
Rights

© Association for Educational Communications and Technology 2016

Refereed DesignationRefereed
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