MOOCs Deconstructed: Variables that Affect MOOC Success Rates
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.