Moocs

Massive

"SMOOCS" - Small to medium open online course (Blackmon and Major, 2017)

Open

Often free

No formal admissions process

Sometimes treated like an OER

Courses

"created around specific content and typically offer a syllabus or some other layout of the material and the order of readings and events.(Blackmon and Major, 2017)"

Typology?

Research

Pedagogical

Technological - Learning analytics playing a key role

Organizational - How do they support the institution

Major & Blackmon, 2016

Moessinger (2013) - By who offers

(Clark, 2013) # # # # # # # #

"synchMOOCs" - start and end and have direct contact with the instructor

"asynchMOOCs" - few time limitations, more free flowing

"transferMOOCs" - translate tradiitional higher ed into Mooc format

"adaptiveMOOCs." - linear but adapt to the user and their abilities based on analytics. Also lead to summative improvements for future offerings

"madeMOOCs" - focus on skill development and interaction - udacity

"miniMOOCSs." - Short, to the point, badging Open

"connectivistMOOCS" - Connect participants often to create a product

"groupMOOCs" - Focus on retention through forming of small groups often with mentors

"xmoocs" (Siemens, 2012)

Conole (2013) degrees of variation

Size is generally not reported

Credentialling and connections may come with a price tag attached

Less common #

"MOOCs began as a free initiative and have quickly become monetized. (Blackmon and Major, 2017)"

Conclusions - MOOC instructors and MOOC learners could benefit from a more detailed description
of courses

OER

Improves education (Alario-Hoyos et. al, 2017)

Broadcasts reputation of the producing institution

Dropout rates of 90% (Alario-Hoyos et. al, 2017)

Often rely on talking head approach (Alario-Hoyos et. al, 2017)

Motivation

Generally seen as different form a traditional course

HIgher education level = greater propensisty to complete

Reflection: Motivated Strategies for Learning Questionnaire (MSLQ)

People can teach themselves to stay motivated - interesting

metacognition time management seen as most important

Data shows more motivated by gaining content knowledge than grades

"cmooc" (Siemens, 2012)

Reflection: This seems like an interesting path - I will keep an eye out for this type of research

Reflection: Had not considered this aspect either. All of teh pedagogy would have to become part of a logical programming function. I would imagine this would be challenging.

Reflection: For a reasonably new type of course, it is interesting that there is such a challenge to speak about it / study it. I wonder if this is common?

####