A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research

Current research into Massive Online Open Courses (MOOCs) has neglected the potential of using learner comments for discipline-specific analysis. This article explores how MOOCs, within the historical discipline, can be used to generate, investigate, and document personal narratives, and argues that...

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Autores principales:	Silvia Elena Gallagher, Ciaran Wallace
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	Massive online open course history public history oral history learner comments resource generation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/5385c9ff301540a7bb1239b8161b8055
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spelling	oai:doaj.org-article:5385c9ff301540a7bb1239b8161b80552021-12-02T19:20:42ZA Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research10.19173/irrodl.v17i5.26731492-3831https://doaj.org/article/5385c9ff301540a7bb1239b8161b80552016-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2673https://doaj.org/toc/1492-3831Current research into Massive Online Open Courses (MOOCs) has neglected the potential of using learner comments for discipline-specific analysis. This article explores how MOOCs, within the historical discipline, can be used to generate, investigate, and document personal narratives, and argues that they serve as a rich platform for historical resource generation. Through these narratives, this research explores changing perceptions of learning; from learning history at school to learning about history in a MOOC. This exploration uses a qualitative thematic analysis of learner comments related to personal narratives of learning history at school from the Trinity College Dublin/Futurelearn “Irish Lives in War and Revolution: 1912-1923” MOOC. These personal narratives were generated both directly and indirectly through four pedagogical tools; reflective questions, multimedia resources, external links, and inter-learner interaction. Broad themes emerged from the analysis of personal narratives including attitudes toward history at school, biased and inadequate teaching, and MOOC teaching compared with school experiences. The analysis demonstrated that MOOCs serve as a generative repository for personal and family historical narratives, and described how MOOCs can change perceptions of teaching and learning history. This paper contributes a novel understanding of MOOCs for discipline-specific analysis, provides a framework for MOOC historical resource generation, and describes changing perceptions of learning from the perspective of MOOC learners. Silvia Elena GallagherCiaran WallaceAthabasca University PressarticleMassive online open coursehistorypublic historyoral historylearner commentsresource generationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 5 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Massive online open course history public history oral history learner comments resource generation Special aspects of education LC8-6691
spellingShingle	Massive online open course history public history oral history learner comments resource generation Special aspects of education LC8-6691 Silvia Elena Gallagher Ciaran Wallace A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
description	Current research into Massive Online Open Courses (MOOCs) has neglected the potential of using learner comments for discipline-specific analysis. This article explores how MOOCs, within the historical discipline, can be used to generate, investigate, and document personal narratives, and argues that they serve as a rich platform for historical resource generation. Through these narratives, this research explores changing perceptions of learning; from learning history at school to learning about history in a MOOC. This exploration uses a qualitative thematic analysis of learner comments related to personal narratives of learning history at school from the Trinity College Dublin/Futurelearn “Irish Lives in War and Revolution: 1912-1923” MOOC. These personal narratives were generated both directly and indirectly through four pedagogical tools; reflective questions, multimedia resources, external links, and inter-learner interaction. Broad themes emerged from the analysis of personal narratives including attitudes toward history at school, biased and inadequate teaching, and MOOC teaching compared with school experiences. The analysis demonstrated that MOOCs serve as a generative repository for personal and family historical narratives, and described how MOOCs can change perceptions of teaching and learning history. This paper contributes a novel understanding of MOOCs for discipline-specific analysis, provides a framework for MOOC historical resource generation, and describes changing perceptions of learning from the perspective of MOOC learners.
format	article
author	Silvia Elena Gallagher Ciaran Wallace
author_facet	Silvia Elena Gallagher Ciaran Wallace
author_sort	Silvia Elena Gallagher
title	A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
title_short	A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
title_full	A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
title_fullStr	A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
title_full_unstemmed	A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research
title_sort	far cry from school history: massive online open courses as a generative source for historical research
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/5385c9ff301540a7bb1239b8161b8055
work_keys_str_mv	AT silviaelenagallagher afarcryfromschoolhistorymassiveonlineopencoursesasagenerativesourceforhistoricalresearch AT ciaranwallace afarcryfromschoolhistorymassiveonlineopencoursesasagenerativesourceforhistoricalresearch AT silviaelenagallagher farcryfromschoolhistorymassiveonlineopencoursesasagenerativesourceforhistoricalresearch AT ciaranwallace farcryfromschoolhistorymassiveonlineopencoursesasagenerativesourceforhistoricalresearch
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A Far Cry from School History: Massive Online Open Courses as a Generative Source for Historical Research

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