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Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101
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Adams, Catherine; Yin, Yin – International Association for Development of the Information Society, 2014
This research explored what it is like for university students to participate in a Massive Open Online Course (MOOC) as part of their undergraduate course load. We report on some of the temporal dimensions of students' learning experiences as they undertook the MOOC during a regular, campus-based university term. The research is situated in a…
Descriptors: Large Group Instruction, Educational Technology, Online Courses, Student Experience
A Classroom at Home: Children and the Lived World of MOOCs
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Yin, Yin; Adams, Catherine; Goble, Erika; Francisco Vargas Madriz, Luis – Educational Media International, 2015
This research asks "What is it like for a K-12 school-age child to learn in a massive open online course (MOOC)?" Evidence suggested that a significant number of children are participating in MOOCs either independently or alongside their parents, both inside and outside the K-12 school system. Researchers have expressed concerns…
Descriptors: Online Courses, Large Group Instruction, Elementary Secondary Education, Educational Technology
A Phenomenology of Learning Large: The Tutorial Sphere of xMOOC Video Lectures
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Adams, Catherine; Yin, Yin; Vargas Madriz, Luis Francisco; Mullen, C. Scott – Distance Education, 2014
The current discourse surrounding Massive Open Online Courses (MOOCs) is powerful. Despite their rapid and widespread deployment, research has yet to confirm or refute some of the bold claims rationalizing the popularity and efficacy of these large-scale virtual learning environments. Also, MOOCs' reputed disruptive, game-changing potential…
Descriptors: Online Courses, Large Group Instruction, Class Size, Distance Education
The Phenomenology of Space in Writing Online
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van Manen, Max; Adams, Catherine – Educational Philosophy and Theory, 2009
In this paper we explore the phenomenon of writing online. We ask, "Is writing by means of online technologies affected in a manner that differs significantly from the older technologies of pen on paper, typewriter, or even the word processor in an off-line environment?" In writing online, the author is engaged in a spatial complexity of physical,…
Descriptors: Writing (Composition), Phenomenology, Internet, Writing Processes
On the "Informed Use" of Powerpoint: Rejoining Vallance and Towndrow
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Adams, Catherine – Journal of Curriculum Studies, 2007
As teachers become more informed about the affordances of information and communication technologies and take up the new tools in their classrooms, these same technologies are always already informing and reshaping their perceptions and actions in the world. In seizing hold of PowerPoint, a teacher is not only aided, enmeshed, and constrained by…
Descriptors: Educational Technology, Information Technology, Technology Uses in Education, Visual Aids
Embodiment, Virtual Space, Temporality and Interpersonal Relations in Online Writing
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Adams, Catherine; van Manen, Max – College Quarterly, 2006
In this paper we discuss how online seminar participants experience dimensions of embodiment, virtual space, interpersonal relations, and temporality; and how interacting through reading-writing, by means of online technologies, creates conditions, situations, and actions of pedagogical influence and relational affectivities. We investigate what…
Descriptors: Seminars, Educational Change, Computer Mediated Communication, Interpersonal Relationship