Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings...

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Autor principal:	Hayriye Tugba Ozturk
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	cMOOCs connectivism open education resources movement connectivist learning environment assessment tool Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/9acbe3aeafdb4aa3b0acb46fa65dc037
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spelling	oai:doaj.org-article:9acbe3aeafdb4aa3b0acb46fa65dc0372021-12-02T18:03:17ZExamining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement10.19173/irrodl.v16i5.20271492-3831https://doaj.org/article/9acbe3aeafdb4aa3b0acb46fa65dc0372015-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2027https://doaj.org/toc/1492-3831Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. However, in time, moving away from its original philosophical and pedagogical values, new variations of MOOCs have emerged and new MOOCs have become more market oriented and are aligned with instructivist, cognitive, and behaviourist pedagogy. In an attempt to empirically examine the change in underlying values of the MOOCs, a survey method was employed by using a Connectivist Learning Environment Assessment Tool which was developed in the scope of this research. The tool could be useful for formulating and justifying a conceptual framework that enables us to reify the connectivist pedagogy and assess connectivist underpinnings of a learning environment including MOOCs. This research aims to contribute to MOOC studies against the background of previous knowledge from the Open Education and Connectivist fields.Hayriye Tugba OzturkAthabasca University PressarticlecMOOCsconnectivismopen education resources movementconnectivist learning environment assessment toolSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 5 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	cMOOCs connectivism open education resources movement connectivist learning environment assessment tool Special aspects of education LC8-6691
spellingShingle	cMOOCs connectivism open education resources movement connectivist learning environment assessment tool Special aspects of education LC8-6691 Hayriye Tugba Ozturk Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
description	Massive Open Online Courses (MOOCs) came to prominence with Open Educational Resources Movement (OERM). It was based upon the idea of libre in removal of some permission barriers and gratis in removing the price barrier (Suber, 2008) in learning resources. In line with the theoretical underpinnings of OERM, MOOCs embody primary characteristics of connectivist pedagogy which are autonomy, diversity, openness, and community participation. However, in time, moving away from its original philosophical and pedagogical values, new variations of MOOCs have emerged and new MOOCs have become more market oriented and are aligned with instructivist, cognitive, and behaviourist pedagogy. In an attempt to empirically examine the change in underlying values of the MOOCs, a survey method was employed by using a Connectivist Learning Environment Assessment Tool which was developed in the scope of this research. The tool could be useful for formulating and justifying a conceptual framework that enables us to reify the connectivist pedagogy and assess connectivist underpinnings of a learning environment including MOOCs. This research aims to contribute to MOOC studies against the background of previous knowledge from the Open Education and Connectivist fields.
format	article
author	Hayriye Tugba Ozturk
author_facet	Hayriye Tugba Ozturk
author_sort	Hayriye Tugba Ozturk
title	Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
title_short	Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
title_full	Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
title_fullStr	Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
title_full_unstemmed	Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement
title_sort	examining value change in moocs in the scope of connectivism and open educational resources movement
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/9acbe3aeafdb4aa3b0acb46fa65dc037
work_keys_str_mv	AT hayriyetugbaozturk examiningvaluechangeinmoocsinthescopeofconnectivismandopeneducationalresourcesmovement
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Examining Value Change in MOOCs in the Scope of Connectivism and Open Educational Resources Movement

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