Contributions to the mosaic describing learners’ experiences with open online learning
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While individual offerings of Massive Open Online Courses (MOOCs) differ in significant ways (Bayne & Ross, 2014), this fact did not prevent exuberant authors in the mass media in 2012-2013 to proclaim that MOOCs were going to revolutionize education. In 2013-2014 anti-MOOC sentiments rose amidst concerns pertaining to completion rates, sustainable business models, and pedagogical effectiveness, and by 2015 mass media attention has largely waned (Kovanovic, in press). While there continues to be “no shortage of prophecies about [MOOC’s] potential impact” (Breslow et al., 2013, pp. 23) and research into the behaviours and activities of learners enrolled in MOOCs continues unabated, the academic community has yet to develop an in-depth and multidimensional understanding of learner experiences in these courses and the scholarly community still has “an incomplete mosaic of students’ learning experiences with open online learning” (Veletsianos, 2013). As Veletsianos, Collier, and Schneider (in press) argue “while researchers can say with increasing confidence what they observe learners doing in MOOCs, empirical evidence on why they do what they do, how they do what they do, and what it is like to participate in MOOCs is scarce.” Thus, we developed this special issue to enhance our collective understanding of learner experiences and participation in MOOCs. The question that we invited researchers to answer was: What is it like to learn and participate in MOOCs? The collection of papers in this special issue brings together authors from around the world who share their research on learner experiences, perspectives, and practices.
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Mudge, Luke (Electronic version published by Vancouver Island University, 2015)The goal of this project is to outline a framework, and create models, that can be used by teachers to guide learners through the process of designing their own learning. This work presents a theoretical framework and ...
Blended learning: expansion of the learning environment from the classroom to technology mediated spaces can have a positive influence on reluctant writers in K-12 Christensen, Jane (Electronic version published by Vancouver Island University, 2014)This blended learning project is focused on the effects of the use of online environments to elicit motivation of reluctant writers in the elementary years. The use of blended learning to facilitate engagement in reluctant ...
Motivation towards learning: a study of Alberni District Secondary School's project based learning Grade 9 program Dvorak, Ryan (Vancouver Island University, 2012)The purpose of the current study was to determine if participation in Alberni District Secondary School’s Project Based Learning (PBL) Program has had an impact on student motivation towards learning. This was done by ...