Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12)....

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Autores principales:	Jenny Mackness, Marion Waite, George Roberts, Elizabeth Lovegrove
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2013
Materias:	MOOCs Open Academic Practice Higher Education Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/22a1dcf4efdf412f89b90a78ebebcc60
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spelling	oai:doaj.org-article:22a1dcf4efdf412f89b90a78ebebcc602021-12-02T19:20:43ZLearning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education10.19173/irrodl.v14i4.15481492-3831https://doaj.org/article/22a1dcf4efdf412f89b90a78ebebcc602013-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1548https://doaj.org/toc/1492-3831 Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners. The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice. Jenny MacknessMarion WaiteGeorge RobertsElizabeth LovegroveAthabasca University PressarticleMOOCsOpen Academic PracticeHigher EducationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 14, Iss 4 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs Open Academic Practice Higher Education Special aspects of education LC8-6691
spellingShingle	MOOCs Open Academic Practice Higher Education Special aspects of education LC8-6691 Jenny Mackness Marion Waite George Roberts Elizabeth Lovegrove Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
description	Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12). FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education. The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners. The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.
format	article
author	Jenny Mackness Marion Waite George Roberts Elizabeth Lovegrove
author_facet	Jenny Mackness Marion Waite George Roberts Elizabeth Lovegrove
author_sort	Jenny Mackness
title	Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
title_short	Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
title_full	Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
title_fullStr	Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
title_full_unstemmed	Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
title_sort	learning in a small, task–oriented, connectivist mooc: pedagogical issues and implications for higher education
publisher	Athabasca University Press
publishDate	2013
url	https://doaj.org/article/22a1dcf4efdf412f89b90a78ebebcc60
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Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

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