Literaturnachweis - Detailanzeige
| Autor/inn/en | Bradshaw, Kathlyn; Parchoma, Gale; Lock, Jennifer |
|---|---|
| Titel | Conceptualizing Formal and Informal Learning in MOOCs as Activity Systems |
| Quelle | In: Quarterly Review of Distance Education, 18 (2017) 3, S.33-50 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1528-3518 |
| Schlagwörter | Conventional Instruction; Informal Education; Online Courses; Learning Activities; Case Studies; Learning Theories; Social Networks; Online Surveys; Focus Groups; Semi Structured Interviews; Electronic Learning; Cultural Context; Social Theories; History; Statistical Analysis; Foreign Countries; Grounded Theory; Comparative Analysis; Canada; United States |
| Abstract | This article considers formal and informal learning activities in massive open online courses (MOOCs). MOOCs are often broadly positioned as either cMOOCs (based on connectivistic pedagogies) or xMOOCs (based on cognitivistic/behavioristic pedagogies). In a recent "International Review of Research in Open and Distance" article, Anders (2015) proposed a tripartite scheme for placing MOOCs on a continuum from content-based (xMOOCs) to community/task-based (cMOOCs) to network-based hybrids. Anders' model is based on a meta-analysis of literature-based case studies of existing pedagogical approaches in MOOCs. In contrast, our in situ case study examined an emergent, hybrid MOOC design. The study shared in this article is focused on establishing the presence of both formal and informal learning activities in a network-based hybrid approach to MOOC design. The establishment of these two activity systems extended to include opportunities for boundary crossings between them. An outcome is a cultural-historical activity theory-informed model that extends commonly used and recognized MOOC typologies. (As Provided). |
| Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/quarterly-review-of-distance-education |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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