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Download full textSuen, Hoi K. – International Review of Research in Open and Distance Learning, 2014
The teach-learn-assess cycle in education is broken in a typical massive open online course (MOOC). Without formative assessment and feedback, MOOCs amount to information dump or broadcasting shows, not educational experiences. A number of remedies have been attempted to bring formative assessment back into MOOCs, each with its own limits and…
Descriptors: Online Courses, Large Group Instruction, Peer Evaluation, Formative Evaluation
Bulfin, Scott; Pangrazio, Luciana; Selwyn, Neil – International Review of Research in Open and Distance Learning, 2014
One 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…
Descriptors: Foreign Countries, Online Courses, Large Group Instruction, Higher Education
Najafi, Hedieh; Evans, Rosemary; Federico, Christopher – International Review of Research in Open and Distance Learning, 2014
We 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.…
Descriptors: Online Courses, Large Group Instruction, High School Students, College Preparation
Tschofen, Carmen; Mackness, Jenny – International Review of Research in Open and Distance Learning, 2012
Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual…
Descriptors: Online Courses, Large Group Instruction, Identification, Motivation
Milligan, Colin; Littlejohn, Allison – International Review of Research in Open and Distance Learning, 2014
Professional 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),…
Descriptors: Online Courses, Large Group Instruction, Learning Strategies, Self Management
Sadykova, Gulnara – International Review of Research in Open and Distance Learning, 2014
The continuous growth of online learning and its movement towards cross-border and cross-culture education has recently taken a new turn with the epic hype that currently surrounds the development of massive open online courses (MOOCs) (Beattie-Moss, 2013). This development brings to focus the experiences of international students who take online…
Descriptors: Online Courses, Large Group Instruction, Foreign Students, Peer Influence
Colvin, Kimberly F.; Champaign, John; Liu, Alwina; Zhou, Qian; Fredericks, Colin; Pritchard, David E. – International Review of Research in Open and Distance Learning, 2014
We studied student learning in the MOOC 8.MReV Mechanics ReView, run on the edX.org open source platform. We studied learning in two ways. We administered 13 conceptual questions both before and after instruction, analyzing the results using standard techniques for pre- and posttesting. We also analyzed each week's homework and test questions in…
Descriptors: Physics, Science Instruction, Introductory Courses, Electronic Learning
Kellogg, Shaun; Booth, Sherry; Oliver, Kevin – International Review of Research in Open and Distance Learning, 2014
A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of…
Descriptors: Online Courses, Large Group Instruction, Social Networks, Communities of Practice
Campbell, Jennifer; Gibbs, Alison L.; Najafi, Hedieh; Severinski, Cody – International Review of Research in Open and Distance Learning, 2014
The advent of massive open online courses (MOOCs) has created opportunities for learning that are clearly in high demand, but the direction in which MOOCs should evolve to best meet the interests and needs of learners is less apparent. Motivated by our interest in whether there are potential and purpose for archived MOOCs to be used as learning…
Descriptors: Online Courses, Large Group Instruction, Intention, Student Behavior
Jiang, Suhang; Williams, Adrienne E.; Warschauer, Mark; He, Wenliang; O'Dowd, Diane K. – International Review of Research in Open and Distance Learning, 2014
There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs) into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory…
Descriptors: Biology, Secondary School Science, College Preparation, High School Students
Veletsianos, George; Kimmons, Royce – International Review of Research in Open and Distance Learning, 2012
Researchers, educators, policymakers, and other education stakeholders hope and anticipate that openness and open scholarship will generate positive outcomes for education and scholarship. Given the emerging nature of open practices, educators and scholars are finding themselves in a position in which they can shape and/or be shaped by openness.…
Descriptors: Access to Education, Educational Technology, Scholarship, Information Technology
Kop, Rita; Fournier, Helene; Mak, John Sui Fai – International Review of Research in Open and Distance Learning, 2011
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that…
Descriptors: Foreign Countries, Distance Education, Online Courses, Teacher Role
