A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses

Autor/inn/en	Kop, Rita; Fournier, Helene; Mak, John Sui Fai
Titel	A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses
Quelle	In: International Review of Research in Open and Distance Learning, 12 (2011) 7, S.74-93 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Foreign Countries; Distance Education; Online Courses; Teacher Role; Student Role; Facilitators (Individuals); Social Support Groups; Learning Theories; Ethnography; Course Descriptions; Social Environment; Educational Environment; Educational Principles; Adult Students; International Education; Social Networks; Computer Mediated Communication; Web Based Instruction; Web Sites; Instructional Design; Web 2.0 Technologies; Student Surveys; Large Group Instruction; Open Enrollment; Nontraditional Education; Data Analysis; Focus Groups; Case Studies; Mixed Methods Research; Synchronous Communication; Integrated Learning Systems; Open Source Technology; Electronic Publishing; Canada + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Lehrerrolle; Social support; Soziale Unterstützung; Learning theory; Lerntheorie; Ethnografie; Kursstrukturplan; Soziales Umfeld; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsprinzip; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Internationale Erziehung; Social network; Soziales Netzwerk; Computerkonferenz; Web Based Training; Web-Design; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerbefragung; Open entry; Offenes Bildungssystem; Non-traditional education; Alternative Erziehung; Auswertung; Case study; Fallstudie; Case Study; Elektronisches Publizieren; Kanada
Abstract	This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes. (Contains 6 figures and 1 chart.) (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10