MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs Los MOOC como tecnologías disruptivas: estrategias para mejorar la experiencia de aprendizaje y…
By Gráinne Conole. 2016
407 citations recorded by the source corpus.
This chapter considers the pedagogies associated with different types of Massive Open Online Courses (MOOCs). It argues that the current discourse around the concept of xMOOCs (primarily based around interaction with content and essentially adopting a behaviourist learning approach), and cMOOCs (which focus on harnessing the power of social media and interaction with peers, adopting a connectivist learning approach), is an inadequate way of describing the variety of MOOCs and the ways in which learners engage with them. It will provide a brief history of the emergence of MOOCs and the key stakeholders. It will introduce an alternative means of categorising MOOCs, based on their key characteristics. It will then describe the 7Cs of Learning Design framework, which can be used to design more pedagogically informed MOOCs, which enhances the learner experience and ensure quality assurance.
Subfields: Computer Science Applications
View Paper: https://www.semanticscholar.org/paper/c3293e7ba1168eaf17d8a274c4b66c38ba6b6845
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In Computer Science Applications
Citations in the corpus
- Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS (2016, background): “To date, MOOCs may be classified into two broad groups of courses, which are known as xMOOCs and cMOOCs (Conole, 2013; Daniel, 2012).”