"Massive open online courses have been signaled as a disruptive and democratizing force in online, distance education. This position paper critiques these claims ,…"
©
Via Leona Ungerer
Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
Your new post is loading...
Your new post is loading...
No comment yet.
Sign up to comment
Peter B. Sloep's curator insight,
November 17, 2014 4:18 PM
For anyone with even the vaguest of interests in MOOCs, this is a particularly useful article (in Computers & Education) as it contains the data on an extensive survey of the pedagogical (instructional) qualities of MOOCs. The paper is relatively short and makes for an easy read. For those who want the main conclusions, here they come. 76 MOOCs were scanned, 50 xMOOCs, 26 cMOOCs, using an instrument that contains items derived from Dave Merrill's five first principles of instruction and five more principles derived from the literature more generally. Of the 72 points that any one MOOC that was examined could, none scored higher than 28. The xMOOCs ranged from 3 to25 points, the cMOOCs from 3 to 28. So the xMOOCs score negligibly better only, in spite of the widely held belief that cMOOCs are the pedagogically superior kind. Although the survey logs the situation in 2013, I can't imagine that in a years' time things have significantly improved. So by and large, the conclusions still hold. These figures then bode ill for the wild plans of the past that MOOCs can replace most existing universities (Sebastian Thrun), falsifies Daphne Koller's claim that Coursera MOOCs are built on sound pedagogical principles, and puts and end the wide-spread fallacy that elite universities necessarily breed top level courses. They corroborate claims made by Tony Bates, which I have echoed here and elsewhere, that MOOCs ignore decades of research in technology-enhanced learning, indeed in instructional design tout court. @pbsloep
Mariano Rico's curator insight,
November 20, 2014 8:43 AM
Back to basic formation design. We learn by doing
|
Top Free Classes's curator insight,
February 26, 2013 4:43 AM
Really impressive! However, although there was an attempt to see a correlation between completion rate and type of grading (automatic vs.peer), there is no statistical proof that such correlation exists.
Mark Smithers's curator insight,
February 18, 2013 6:56 PM
Interesting post that challenges some of my views directly.
Mark Smithers's curator insight,
February 14, 2013 7:29 PM
Interesting last paragraph. Not sure I agree.
Dr. Susan Bainbridge's comment,
September 2, 2012 2:18 PM
Thanks for the 'thanks'! Glad you liked it.
|