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Full-Text Articles in Education
Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon
Foreword: Mooc Studies Well Past The Year Of The Mooc, Alan Girelli, Leslie Limon
Current Issues in Emerging eLearning
As we move nearly a half-decade beyond The New York Times’ declaring 2012 the "Year of the MOOC," the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving …
Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm
Applying A Community Of Inquiry Instrument To Measure Student Engagement In Large Online Courses, Carol A.V. Damm
Current Issues in Emerging eLearning
The similarity of structure shared by Massive Online Open Courses (MOOCs) and traditional online college courses creates the opportunity to evaluate MOOC and related course offerings using a validated evaluation instrument, the Community of Inquiry (CoI) survey, to measure Teaching, Social, and Cognitive Presences (Garrison, Anderson, & Archer, 2000) in college-level online courses. In this study, the survey has been adapted to evaluate instances of student engagement in large online courses offered at low cost by a publishing firm. The courses suffer from two of the standard problems associated with MOOCs: high dropout rates and inconsistent participation among all but …
Slow Edtech: Pedagogical Principles, Collaborative Explorations, And Persistent Challenges, Peter Taylor, Felicia Sullivan, Jeremy Szteiter
Slow Edtech: Pedagogical Principles, Collaborative Explorations, And Persistent Challenges, Peter Taylor, Felicia Sullivan, Jeremy Szteiter
Working Papers in Critical, Creative and Reflective Practice
This article describes two “Slow EdTech” initiatives, using this label to denote a focus on learning and the development of capacities for learning along with a mindful approach to the uptake of new digital tools that become available. One initiative, dating from 2001, is a set of guidelines about specific situations and specific ways in which specific educational technologies are of significant pedagogical benefit. The other, dating from 2013, is online Collaborative Explorations (CEs) for moderate-sized open online collaborative learning. The tools and processes used in CEs for inquiry, dialogue, reflection, and collaboration are designed to be readily learned by …