Wednesday, June 25
10:30 AM-11:00 AM

Assessing MOOC Pedagogies

Full Paper: Conceptual & Empirical Study ID: 41498
  1. aaa
    Karen Swan
    University of Illinois Springfield
  2. Leonard Bogle
    University of Illinois Springfield
  3. aaa
    Scott Day
    University of Illinois Springfield
  4. Traci van Prooyen
    University of Illinois Springfield
  5. Jennifer Richardson
    Purdue University

Abstract: The purpose of this paper is to report on ongoing research to design and validate an instrument that characterizes the pedagogical approaches taken in MOOCs (Massively Open Online Courses), and to use that instrument to characterize and distinguish among the pedagogical strategies used by differing MOOCs and MOOC providers. Preliminary testing on 17 different MOOCs demonstrated >80% inter-reliability and the facility of the measure to distinguish differing pedagogical patterns. The patterns distinguished crossed content areas and seemed to be related to what Sfard (1998) termed metaphors for learning – acquisition vs. participation.

Presider: Tony Rickards, Curtin University


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