Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?

This article is a review of ideas, comments, and inquiries about massive open online courses (MOOCs) gathered from a wide variety of online journal and magazine articles, and web blogs. As a seasoned “traditional” online educator, as well as a student participant in several MOOCs, I also take the op...

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Autor principal:	Vera L B Dolan
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	MOOCs online education open universities peer grading attrition course credit Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/aa1984eecffc480e8be0795f5d5abed7
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spelling	oai:doaj.org-article:aa1984eecffc480e8be0795f5d5abed72021-12-02T19:25:21ZMassive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?10.19173/irrodl.v15i2.15531492-3831https://doaj.org/article/aa1984eecffc480e8be0795f5d5abed72014-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1553https://doaj.org/toc/1492-3831This article is a review of ideas, comments, and inquiries about massive open online courses (MOOCs) gathered from a wide variety of online journal and magazine articles, and web blogs. As a seasoned “traditional” online educator, as well as a student participant in several MOOCs, I also take the opportunity to share my personal insight from my own learning experiences, with the goal of illustrating some of the concerns unearthed in my research. One serious issue regarding MOOCs is that some learners can feel isolated and/or neglected, particularly when they perceive that other course participants and/or the professor are ignoring their contributions. Our era has witnessed “the McDonaldization of Education” (Lane & Kinser, 2012), in which one size fits all and information is delivered to student “customers” via systematically managed “factories” whose overseers frown upon any supposed waste of valuable resources or human effort. In the mass-appeal environment of a MOOC, it is quite possible that a student will receive no customized feedback from nominal experts in the field. Lack of meaningful interaction is likely a key factor driving high attrition numbers in the online education environment – numbers that are apparently even higher in the case of MOOCs.Vera L B DolanAthabasca University PressarticleMOOCsonline educationopen universitiespeer gradingattritioncourse creditSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 2 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOCs online education open universities peer grading attrition course credit Special aspects of education LC8-6691
spellingShingle	MOOCs online education open universities peer grading attrition course credit Special aspects of education LC8-6691 Vera L B Dolan Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
description	This article is a review of ideas, comments, and inquiries about massive open online courses (MOOCs) gathered from a wide variety of online journal and magazine articles, and web blogs. As a seasoned “traditional” online educator, as well as a student participant in several MOOCs, I also take the opportunity to share my personal insight from my own learning experiences, with the goal of illustrating some of the concerns unearthed in my research. One serious issue regarding MOOCs is that some learners can feel isolated and/or neglected, particularly when they perceive that other course participants and/or the professor are ignoring their contributions. Our era has witnessed “the McDonaldization of Education” (Lane & Kinser, 2012), in which one size fits all and information is delivered to student “customers” via systematically managed “factories” whose overseers frown upon any supposed waste of valuable resources or human effort. In the mass-appeal environment of a MOOC, it is quite possible that a student will receive no customized feedback from nominal experts in the field. Lack of meaningful interaction is likely a key factor driving high attrition numbers in the online education environment – numbers that are apparently even higher in the case of MOOCs.
format	article
author	Vera L B Dolan
author_facet	Vera L B Dolan
author_sort	Vera L B Dolan
title	Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
title_short	Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
title_full	Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
title_fullStr	Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
title_full_unstemmed	Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?
title_sort	massive online obsessive compulsion: what are they saying out there about the latest phenomenon in higher education?
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/aa1984eecffc480e8be0795f5d5abed7
work_keys_str_mv	AT veralbdolan massiveonlineobsessivecompulsionwhataretheysayingoutthereaboutthelatestphenomenoninhighereducation
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Massive online obsessive compulsion: What are they saying out there about the latest phenomenon in higher education?

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