Patterns of Engagement in Connectivist MOOCs

Colin Milligan, Allison Littlejohn, Anoush Margaryan

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation, passive participation, and lurking. In addition, a number of key factors that mediated engagement were identified including confidence, prior experience, and motivation. This study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.
OriginalsprogEngelsk
TidsskriftJournal of Online Teaching and Learning
Vol/bind9
Udgave nummer2
Sider (fra-til)149-159
Antal sider11
StatusUdgivet - 2013
Udgivet eksterntJa

Emneord

  • Massive Open Online Course (MOOC)
  • Connectivist Massive Open Online Course (cMOOC)
  • Connectivism
  • Lurking
  • Networks
  • Active participation
  • Passive participation

Citer dette

Milligan, Colin ; Littlejohn, Allison ; Margaryan, Anoush . / Patterns of Engagement in Connectivist MOOCs. I: Journal of Online Teaching and Learning. 2013 ; Bind 9, Nr. 2. s. 149-159.
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Patterns of Engagement in Connectivist MOOCs. / Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush .

I: Journal of Online Teaching and Learning, Bind 9, Nr. 2, 2013, s. 149-159.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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