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Full-Text Articles in Education
Exploring Chinese Students’ Learning Experience In Cic Mooc 2.0– A Study With Chinese Online Communities, Qing Zhang, Hengtao Tang, Barbara B. Lockee, Kathryn Jablokow
Exploring Chinese Students’ Learning Experience In Cic Mooc 2.0– A Study With Chinese Online Communities, Qing Zhang, Hengtao Tang, Barbara B. Lockee, Kathryn Jablokow
Journal of Educational Technology Development and Exchange (JETDE)
This research explores Chinese students’ learning experience in the Creativity, Innovation, and Change (CIC) Massive Open Online Course (MOOC) 2.0 from the cultural, language, and communication perspectives. The CIC MOOC was the first course offered in both English and Chinese in Coursera. Data in this study were collected via online survey, interviews, QQ chat logs, and discussion threads in Guokr platform. Content analysis was performed to identify key themes from the collected data. Findings reveal that differences exist in Eastern and Western societies regarding power distance, individualism versus collectivism, and masculinity versus femininity. Communication patterns also vary in QQ and …
Information Literacy In Moocs, Paul Bond
Information Literacy In Moocs, Paul Bond
Current Issues in Emerging eLearning
Information literacy is a vital yet under-appreciated part of education. Its advocates recognize it as the foundation for lifelong learning, and as a set of skills that must be developed throughout a person's education. Within academia at large, however, it is barely recognized at all. This paper discusses information literacy in the context of MOOCs, particularly of the connectivist variety. Models of information literacy and their accompanying standards are examined to establish connections to lifelong learning. The spectrum of MOOCs is discussed briefly, with an emphasis on connectivist MOOCs (cMOOCs) and their associated learning activities. These learning activities are then …
Developing A Massive Open Online Course (Mooc) At A College Of Education: Narrative Of Disruptive Innovation?, Dalit Levy, Sarah Schrire
Developing A Massive Open Online Course (Mooc) At A College Of Education: Narrative Of Disruptive Innovation?, Dalit Levy, Sarah Schrire
Current Issues in Emerging eLearning
A case study involving the establishment of a connectivist massive open online course (cMOOC) at a college of education is presented. cMOOCs are seen to represent an approach to learning that should be of interest to educators preparing their learners (the teachers of tomorrow) for life and work in a knowledge society. In other words, the cMOOC becomes an example of innovation and change, and an object of inquiry into organizational change and leadership. The chapter examines the case of establishing a cMOOC at the college using a methodology for analyzing organizational transformation triggered by the adoption of computing technologies. …
Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick
Supportive Technologies For Group Discussion In Moocs, Carolyn P. Rosé, Pam Goldman, Jennifer Zoltners Sherer, Lauren Resnick
Current Issues in Emerging eLearning
A key hurdle that prevents MOOCs from reaching their transformative potential in terms of making valuable learning experiences available to the masses is providing support for students to make use of the resources they can provide for each other. This paper lays the foundation for meeting this challenge by beginning with a case study and computational modeling of social interaction data. The analysis yields new knowledge that informs design and development of novel, real-time support for building healthy learning communities that foster a high level of engagement and learning. We conclude by suggesting specific areas for potential impact of new …
The Dark Side Of The Mooc - A Critical Inquiry On Their Claims And Realities, Markus Deimann
The Dark Side Of The Mooc - A Critical Inquiry On Their Claims And Realities, Markus Deimann
Current Issues in Emerging eLearning
Building on the work of French philosopher Michel Foucault, this paper utilises critical discourse analysis to examine claims attached to MOOCs in New York Times articles published between 2012 and 2013. Discourse analysis is proposed as a valuable tool enabling the understanding of MOOCs as historically constituted and socially constructed “events” with hidden meanings masked by rhetoric slogans. Noting that language is not just the reflection of social and psychological life but rather constructs social realities, this work posits how both media and commercial MOOC providers have constructed an “education is broken” narrative which states (1) traditional universities are no …
Evolution Of The Blendkit Course: Fine-Tuning A Professional Development Mooc, Kelvin Thompson, Patsy Moskal
Evolution Of The Blendkit Course: Fine-Tuning A Professional Development Mooc, Kelvin Thompson, Patsy Moskal
Current Issues in Emerging eLearning
While many MOOCs modeled on traditional university curricula may be undertaken as sources of professional development, the University of Central Florida has released open courseware and a series of MOOCs specifically for the professional development of higher education faculty and designers preparing to design and teach blended learning courses. This article details experiences with offering multiple iterations of the BlendKit Course in order that others interested in professional development MOOCs may benefit from the authors' successes and lessons learned. The article addresses: background influences on the design of the BlendKit Course; the evolution of the BlendKit Course from its initial …
The Brief & Expansive History (And Future) Of The Mooc: Why Two Divergent Models Share The Same Name, Rolin Moe
The Brief & Expansive History (And Future) Of The Mooc: Why Two Divergent Models Share The Same Name, Rolin Moe
Current Issues in Emerging eLearning
Within popular media, the massive open online course (MOOC) is presented as a novel idea created by maverick professors and further developed with a goal to further democratize education on bases of quality and cost. The perception of this sequence of events as modular history has perpetuated a difficulty in developing MOOC-related research and critique within the fields of distance and online education. At the center of this struggle is the MOOC acronym: its initial development was in 2008, and its use today happens in opposition to the theoretical and pedagogical elements of the 2008 MOOC. This paper endeavors to …
Down The Rabbit Hole: An Initial Typology Of Issues Around The Development Of Moocs, Apostolos Koutropoulos, Panagiotis Zaharias
Down The Rabbit Hole: An Initial Typology Of Issues Around The Development Of Moocs, Apostolos Koutropoulos, Panagiotis Zaharias
Current Issues in Emerging eLearning
MOOCs have experienced an unprecedented explosion of publicity. This publicity indicates both optimism that they may be the panacea for whatever ails higher education, as well as caution and trepidation that this may in-fact be some sort of new fad in higher education. In this wave of optimism, and subsequent wave of pessimism, we believe that there is something good to examine about MOOCs and that they do hold potential for certain educational arenas. That said, we don’t want to blindly dive into the MOOC optimism camp. We have critically examined the literature, from both academic peer-reviewed and academic press …
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Highjacking The Mooc: Reflections On Creating/Teaching An Art History Mooc, Parme Giuntini, Jean-Marie Venturini
Current Issues in Emerging eLearning
This article reflects on the experience of creating and launching a MOOC (Massive Open Online Course) at Otis College of Art and Design. The authors will discuss the development process from content, goals and production to curriculum design and pedagogy. Lessons learned and best practices will be shared as well as assessment of the MOOC’s success. Suggestions will be offered for faculty who are interested in adapting and adopting (hijacking) MOOCs in conjunction with credit courses in their own institutions, and addresses the very practical faculty concerns that MOOCs pose.