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ERIC Number: EJ1091954
Record Type: Journal
Publication Date: 2015
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0952-3987
Designing Effective MOOCs
Conole, GrĂ¡inne
Educational Media International, v52 n4 p239-252 2015
Massive open online courses (MOOCs) have expanded significantly in recent years and are challenging traditional educational fee-paying offerings. The advantages of MOOCs are cited as the fact that they are free, that they enable participants to be part of a global community of peers and to have the experience of learning through social media and that they offer the potential for opening up educational and facilitating social inclusion. Nonetheless there are challenges associated with MOOCs. Firstly, most have very high dropout rates. Secondly, there are challenges with approaches to recognition of learning and issues with learner authentication and cheating. Thirdly, there are issues with providing support at scale. This paper argues that effective design of MOOCs is key. It focuses on the description of a 12-dimensional classification schema for describing and designing MOOCs. It then uses the schema to describe five MOOCs, which are respectively based on associative, cognitive, constructivist, situative and connectivist pedagogies. It then describes the 7Cs of Learning Design framework and discusses how it can be used to design MOOCs.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A