NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1017512
Record Type: Journal
Publication Date: 2013-Oct
Pages: 20
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1492-3831
Learning in a Small, Task-Oriented, Connectivist MOOC: Pedagogical Issues and Implications for Higher Education
Mackness, Jenny; Waite, Marion; Roberts, George; Lovegrove, Elizabeth
International Review of Research in Open and Distance Learning, v14 n4 p140-159 Oct 2013
Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC--Oxford Brookes University's "First Steps in Learning and Teaching in Higher Education" MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC "veterans" who served as role models and guides for less experienced MOOC learners. The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.
Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom