The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools

In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technologica...

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Autor principal:	Antonio Fini
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2009
Materias:	open learning online learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/7c1165859b7d429aac88f9dd161b96b8
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spelling	oai:doaj.org-article:7c1165859b7d429aac88f9dd161b96b82021-12-02T19:25:29ZThe Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools10.19173/irrodl.v10i5.6431492-3831https://doaj.org/article/7c1165859b7d429aac88f9dd161b96b82009-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/643https://doaj.org/toc/1492-3831In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted mainly adult, informal learners, who were unconcerned about course completion and who cited a lack of time as the main reason for incompletion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, filtered mailing list over interactive but time-consuming discussion forums and blogs. Some recommendations for future MOOCs include highlighting the pedagogical purpose of the tools offered (e.g., learning network skill-building) and stating clearly that the learners can choose which tools they prefer to use. Further research on sustainability and instructor workload issues should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand whether such terms as course, drop-out, and attrition are appropriate in relation to MOOCs.Antonio FiniAthabasca University Pressarticleopen learningonline learningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 10, Iss 5 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	open learning online learning Special aspects of education LC8-6691
spellingShingle	open learning online learning Special aspects of education LC8-6691 Antonio Fini The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
description	In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. Findings from a survey of CCK08 participants show that the course attracted mainly adult, informal learners, who were unconcerned about course completion and who cited a lack of time as the main reason for incompletion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, filtered mailing list over interactive but time-consuming discussion forums and blogs. Some recommendations for future MOOCs include highlighting the pedagogical purpose of the tools offered (e.g., learning network skill-building) and stating clearly that the learners can choose which tools they prefer to use. Further research on sustainability and instructor workload issues should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand whether such terms as course, drop-out, and attrition are appropriate in relation to MOOCs.
format	article
author	Antonio Fini
author_facet	Antonio Fini
author_sort	Antonio Fini
title	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
title_short	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
title_full	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
title_fullStr	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
title_full_unstemmed	The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools
title_sort	technological dimension of a massive open online course: the case of the cck08 course tools
publisher	Athabasca University Press
publishDate	2009
url	https://doaj.org/article/7c1165859b7d429aac88f9dd161b96b8
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The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools

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