MOOCs Deconstructed: Variables that Affect MOOC Success Rates

ID: 40615 Type: Full Paper
  1. Christiane Reilly, University of Minnesota, United States

Tuesday, October 22 2:00-2:30 PM

Presider:
Jeremy Dickerson, Coastal Carolina University, United States

This research study provides a brief history of a recent phenomenon in higher education called MOOCs (Massive Open Online Courses) and examines the literacies, emerging frameworks, as well as developing market forces that promise to disrupt existing education models. It identifies two primary pedagogies and instructional design models in current MOOC courses, with the Connectivist approach on one end - and the Cognitive-Behaviorist approach on the other end of the spectrum. The study concludes that current MOOC design models are challenged in providing a cohesive learning experience that can be scaled to massive audiences with divergent learner profiles and that they would benefit from a more social-constructivist approach to learning in which online communities are established and maintained.

Topics

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.