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
"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?