Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101
International Conference on Cognition and Exploratory Learning in Digital Age (CELDA),
This research explored what it is like for university students to participate in a Massive Open Online Course (MOOC) as part of their undergraduate course load. We report on some of the temporal dimensions of students' learning experiences as they undertook the MOOC during a regular, campus-based university term. The research is situated in a "phenomenology of practice", a form of qualitative inquiry that eschews participant opinions and instead gathers and focuses on his or her lived experience descriptions (LEDs), that is, recollected, everyday moments that transpired for a student while learning in the MOOC environment. In the paper we present several of these descriptive snapshots of the lived world of the MOOC for undergraduate students and for each LED, we offer a brief phenomenological reflection on the theme of temporality. [For the complete proceedings, see ED557311.]
Adams, C. & Yin, Y. (2014). Undergraduate Students' Experiences of Time in a MOOC: A Term of Dino 101. Presented at International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2014.