An Exploratory Study in an Emerging Approach to E-Learning: Massive Open Online Courses (MOOC)

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Author(s): Phu Vu (University of Nebraska – Kearney, USA), Lan Vu (Southern Illinois University – Carbondale, USA), Vien Cao (Southern Illinois University – Carbondale, USA)and Peter Fadde (Southern Illinois University – Carbondale, USA)
Copyright: 2014
Pages: 13
Source title: Emerging Pedagogies in the Networked Knowledge Society: Practices Integrating Social Media and Globalization
Source Author(s)/Editor(s): Marohang Limbu (Michigan State University, USA)and Binod Gurung (New Mexico State University, USA)
DOI: 10.4018/978-1-4666-4757-2.ch008

Keywords: Information Science Reference / Knowledge Management / Knowledge Society / Social Sciences & Humanities

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Abstract

The number and range of MOOC courses seem to be expanding constantly, making it difficult for researchers to describe MOOC and to prescribe principles of MOOC design and delivery. In this study, the authors joined several MOOC courses in order to investigate the aspects of online learning that are familiar, but that may be amplified in massive and open e-learning. These include technical issues, learner interactions on discussion boards, and learners’ concerns with grades. By counting and categorizing learners’ posts made on discussion boards in nine courses, the authors found that MOOC learners remain focused on grades, and that their interactions are more often social than indicative of deep learning.

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An Exploratory Study in an Emerging Approach to E-Learning: Massive Open Online Courses (MOOC)

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