05 avril 2016

Supporting professional learning in a massive open online course

International Review of Research in Open and Distributed LearningProfessional learning, combining formal and on the job learning, is important for the development and maintenance of expertise in the modern workplace. To integrate formal and informal learning, professionals have to have good self-regulatory ability. Formal learning opportunities are opening up through massive open online courses (MOOCs), providing free and flexible access to formal education for millions of learners worldwide. More...

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Democratizing higher education: Exploring MOOC use among those who cannot afford a formal education

International Review of Research in Open and Distributed LearningMassive open online courses (“MOOCs”) provide free access to higher education for anyone with Internet access. MOOCs are considered a means for democratizing education. These courses will hopefully provide an opportunity for individuals to learn from the best educators in the world, as well as help expand their personal networks, and facilitate their career development. More...

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Where is research on massive open online courses headed? A data analysis of the MOOC Research Initiative

International Review of Research in Open and Distributed LearningThis paper reports on the results of an analysis of the research proposals submitted to the MOOC Research Initiative (MRI) funded by the Gates Foundation and administered by Athabasca University. The goal of MRI was to mobilize researchers to engage into critical interrogation of MOOCs. More...

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Resource requirements and costs of developing and delivering MOOCs

International Review of Research in Open and Distributed LearningGiven the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern about the impact of MOOCs on educational outcomes, but also systematic efforts to document the resources expended on their development and delivery. However, there is little publicly available information on MOOC costs that is based on rigorous analysis. More...

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Evaluating the validity and applicability of automated essay scoring in two massive open online courses

International Review of Research in Open and Distributed LearningThe use of massive open online courses (MOOCs) to expand students’ access to higher education has raised questions regarding the extent to which this course model can provide and assess authentic, higher level student learning. More...

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Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs

International Review of Research in Open and Distributed LearningThis study aimed to evaluate how peer-to-peer interactions through writing impact student learning in introductory-level massive open online courses (MOOCs) across disciplines. This article presents the results of a qualitative coding analysis of peer-to-peer interactions in two introductory level MOOCs: English Composition I: Achieving Expertise and Introduction to Chemistry. More...

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The employer potential of MOOCs: A mixed-methods study of human resource professionals’ thinking on MOOCs

International Review of Research in Open and Distributed LearningWhile press coverage of MOOCs (massive open online courses) has been considerable and major MOOC providers are beginning to realize that employers may be a market for their courses, research on employers’ receptivity to using MOOCs is scarce. More...

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Making ‘MOOCs’: The construction of a new digital higher education within news media discourse

International Review of Research in Open and Distributed LearningOne notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. More...

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MOOC integration into secondary school courses

International Review of Research in Open and Distributed LearningWe investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials. MOOC only students scored slightly lower on a teacher designed knowledge test but scored slightly higher in a MOOC test. More...

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IRRODL (International Review of Research in Open and Distributed Learning) - Vol 15, No 5 (2014)

International Review of Research in Open and Distributed LearningSpecial Issue: Research into Massive Open Online Courses

Guest Editor: George Siemens

The dramatic increase in online education, particularly massive open online courses (MOOCs), presents researchers, academics, administrators, learners, and policy makers with a range of questions as to the effectiveness of this format of teaching and learning. In early 2013, the impact of MOOCs had been largely disseminated through press releases and university reports. The peer-reviewed research on MOOCs was minimal. The MOOC Research Initiative (MRI), funded by the Bill & Melinda Gates Foundation, addressed this research gap by evaluating MOOCs and how they impact teaching, learning, and education in general. This special issue reflects the research questions and methodologies deployed by MOOC researchers over the past year and represents the current front line evaluation of how open online courses are impacting education.

Table of Contents

Research Articles

Alexandria Walton Radford, Jessica Robles, Stacey Cataylo, Laura Horn, Jessica Thornton, Keith E. Whitfield
Denise K. Comer, Charlotte R. Clark, Dorian A. Canelas
Erin Dawna Reilly, Rose Eleanore Stafford, Kyle Marie Williams, Stephanie Brooks Corliss
Suhang Jiang, Adrienne E. Williams, Mark Warschauer, Wenliang He, Diane K. O'Dowd
Fiona M. Hollands, Devayani Tirthali
Dragan Gasevic, Vitomir Kovanovic, Srecko Joksimovic, George Siemens
Tawanna R Dillahunt, Brian Zengguang Wang, Stephanie Teasley
Colin Milligan, Allison Littlejohn
Diyi Yang, Miaomiao Wen, Abhimanu Kumar, Eric P. Xing, Carolyn Penstein Rose
Jennifer Campbell, Alison L Gibbs, Hedieh Najafi, Cody Severinski
Shaun Kellogg, Sherry Booth, Kevin Oliver
Scott Bulfin, Luciana Pangrazio, Neil Selwyn
Hedieh Najafi, Rosemary Evans, Christopher Federico

Full Issue

Cover Image
IRRODL Volume 15, Number 5
 
1-324

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