Moodle has long been involved in MOOCs, although it is not as synonymous with the notion as other systems. There have been a number of efforts to promote Moodle as a MOOC platform and hopefully that will continue in future.
For myself, and for the benefit of the community, I have been doing a bit of a literature survey regarding MOOCs. I thought I would share this here and hopefully prompt some discussion and further sharing.
Themes of MOOC research
There are a number of themes in MOOC research.
- The potential for MOOCs to "disrupt" traditional forms of education and the reaction to that notion
- Optimistic view: democratising and improving education (or at least adding a rich source for investigation)
- Pessimistic view: circumventing established mechanisms without proper investigation
- Success ("survival") rates in MOOCs
- What this means in relation to traditional courses
- What can be done to increase this
- Means of teaching MOOCs without direct involvement of teachers, while maintaining quality
- Connectivism, constructivism
Some cited and selected papers
Here are some references to MOOC research. It's from a mix of sources
(academic, newpaper, Web), so it's not viewed from a solely academic
|Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review Of Research In Open And Distributed Learning, 15(1).||
|Jordan, K. (2013) MOOC completion rates: The data.
|Yang, D., Sinha, T., Adamson, D., & Rose, C. P. (2013). Turn on, tune in, drop out: Anticipating student dropouts in massive open online courses. In Proceedings of the 2013 NIPS Data-Driven Education Workshop (Vol. 11, p. 14).||
|US Campus Computing survey (2014)
|Cooch, M and Foster, H and Costello, E (2014) Our MOOC with Moodle. In: HOME (Higher education Online: MOOCs the European way), November 2014, Porto, Portugal.||
|Mackness, Jenny, Mak, Sui, & Williams, Roy. (2010). The ideals and reality of participating in a MOOC. In proceedings of the 7th International Conference on Networked Learning. 266 - 274.||
|Pappano, L. (2012). The Year of the MOOC. The New York Times, 2(12), 2012.||
|Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom: Research into edX’s first MOOC. Research & Practice in Assessment, 8(1), 13-25.||
|Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging Deeper into Learners' Experiences in MOOCs: Participation in social networks outside of MOOCs, Notetaking, and contexts surrounding content consumption. British Journal of Educational Technology 46(3), 570-587.||
|Blackmore, K. (2014), Measures of success: varying intention and participation in MOOCs, Rhetoric and Reality: Critical perspectives on educational technology, ed. B Hegarty, J McDonald, SK Loke, ASCILITE: Australasian Society for Computers in Learning in Tertiary Education, Dunedin New Zealand, pp. 549-553.||
Possible directions for MOOC-related research
- Finding a place for MOOCs in a mix of educational models; MOOCs are not a distinct entity and lines are blurring.
- Considering alternatives to Connectivist approaches, such as self-paced individualist approaches (as heretical as that sounds currently).
- Considering ways of measuring the quality of courses, consolodating efforts and promoting open content.
- Note-taking is an important learning tool. Some of that has been
lost as we've moved online and "provided" resources to students (there's
got to be a catchy phrase to describe that). Note-taking has been
identified as useful in MOOCs, but it could be just as useful in any
learning situation (online, blended). We should investigate a note
- Do you have other significant citations you think should be shared?
- Can you think of other MOOC research directions?