Internet Learning Volume 3, Number 1, Spring 2014 | Page 54

Internet Learning Volume 3 Issue 1 - Spring 2014
Many Shades of MOOCs
Deborah Adair A , Susan W. Alman B , Danielle Budzick C , Linda M. Grisham D ,
Mary E. Mancini E , A. Sasha Thackaberry F
Massive Open Online Courses (MOOCs) represent an innovation in teaching
and learning around which there is keen interest and much experimentation.
MOOCs are being developed using different pedagogical approaches
for different purposes and for different audiences. Starting with a theoretical
framework to identify significant differences in basic approaches to MOOCs,
this paper presents a set of four case studies of MOOCs developed and delivered
in 2013 by four different institutions, community colleges as well as
universities, on four different platforms with different approaches, purposes,
and intended audiences. An examination of the association between the purpose
and audience of these MOOCs, their design considerations, and their
outcomes raises important questions for future research.
Keywords: MOOC, case study, connectivist, higher education, online teaching
and learning, models, RN–BSN, developmental math, professional development,
computer programming , library and information science, community
college, Quality Matters
Introduction
In a startlingly short time frame, Massive
Open Online Courses (MOOCs)
have captured the interest and imagination
of the higher education community
and its many stakeholders. This interest is
reflected in the extent of experimentation
with an educational delivery model that
has yet to develop a track record for effectiveness
or efficiency in producing learning
outcomes. Originating with a more focused
constructivist pedagogy, the MOOCs developed
over the last few years have moved
from a connectivist learning experience
toward a more traditional behaviorist approach.
Today, there is experimentation
on different MOOC models that reflect the
diverse creativity of their faculty and developers.
In fact, much of the experimentation
with these new MOOCs is focused on what
kinds of outcomes, for whom, and with
what pedagogical frame these massive and
open courses are best suited. MOOCs come
in many shades; however, what counts is
the achievement of purpose and the quality
of the experience for the learner.
Regardless of approach, quality in
instructional design is a critical component
for a course meant to engage large (massive)
numbers of learners who have not
been through the typical institutional filters
A
The Quality Matters Program
B
San Jose State University
C
Cuyahoga Community College
D
Massachusetts Bay Community College
E
The University of Texas at Arlington College of Nursing
F
Cuyahoga Community College
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