Learning through Engagement: MOOCS as an Emergent Form of Provision

Autor/inn/en	Walji, Sukaina; Deacon, Andrew; Small, Janet; Czerniewicz, Laura
Titel	Learning through Engagement: MOOCS as an Emergent Form of Provision
Quelle	In: Distance Education, 37 (2016) 2, S.208-223 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2016.1184400
Schlagwörter	Learner Engagement; Online Courses; Foreign Countries; Informal Education; Electronic Learning; Distance Education; Socialization; Peer Relationship; Cooperative Learning; Higher Education; Case Studies; Mixed Methods Research; Thematic Approach; Group Discussion; Teaching Methods; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Ausland; Informelle Bildung; Nichtformale Bildung; Distance study; Distance learning; Fernunterricht; Socialisation; Sozialisation; Peer-Beziehungen; Kooperatives Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Themenzentrierter Unterricht; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01