The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools

Autor/in	Fini, Antonio
Titel	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
Quelle	In: International Review of Research in Open and Distance Learning, 10 (2009) 5, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Electronic Learning; Knowledge Management; Open Education; Online Courses; Lifelong Learning; Participant Satisfaction; Technological Literacy; Distance Education; Student Surveys; Adult Education; Networks; Technology Education + Suchen Sie Ihr Suchwort? Wissensmanagement; Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Life-long learning; Lebenslanges Lernen; Technisches Wissen; Distance study; Distance learning; Fernunterricht; Schülerbefragung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Technisch-naturwissenschaftlicher Unterricht
Abstract	In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners? attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted adult, informal learners, who were not concerned about course completion. Time constraints, language barriers, and ICT skills affected the participants? choice of tools; for example, learners favoured the passive, time-saving mailing list over interactive, time-consuming discussions forums. Some recommendations for future MOOCs include highlighting the purpose of the tools (e.g., skill-building) and stating clearly that the learners can choose their preferred tools. Further research on sustainability and facilitator workload should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand MOOC participant profiles as they relate to course outcomes and retention and whether terms such as "course" and "attrition" are appropriate in this context. (Contains 7 tables and 16 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10