MOOCs: A Differentiation by Pedagogy, Content and Assessment

Autor/inn/en	Mohamed, Misrah Hamisah; Hammond, Michael
Titel	MOOCs: A Differentiation by Pedagogy, Content and Assessment
Quelle	In: International Journal of Information and Learning Technology, 35 (2018) 1, S.2-11 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-07-2017-0062
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; English (Second Language); Second Language Instruction; Language Teachers; Teaching Methods; Instructional Materials; Evaluation Methods; Networks; Group Discussion; Formative Evaluation; Summative Evaluation; Peer Evaluation; Observation; Higher Education; Teacher Education + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Gruppendiskussion; Beobachtung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung
Abstract	Purpose: Massive open online courses (MOOCs) have often been divided between connectivist MOOCs and extended MOOCs (xMOOCs). Each form of MOOC proposes a distinctive view about knowledge acquisition. However, the breakdown between the two MOOCs is too broad in practice, and a more fine-grained approach is needed. Thus, the purpose of this paper is to describe the organisational features of exemplar MOOCs and their differences. Design/methodology/approach: The study observed the ten newly available MOOCs aimed at teachers of English as a second language and included examples from existing providers: NovoEd, Coursera, FutureLearn and Canvas. These MOOCs were analysed and compared using a matrix with three main focuses: pedagogical assumptions, content materials and assessment. Findings: The findings revealed that all courses corresponded to the idea of an xMOOC in that they were run on a model of instructional design. However, the course materials varied in respect to media used, use of networking, discussion forums and degree of openness. In terms of assessment, all MOOCs used formative approaches, all had automated responses but only some had summative and peer assessment. Originality/value: The study succeeded in showing the variation in courses, thus enabling the range of possibilities open to course designers and providers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01