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Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design
ARTICLE

, University of Minnesota Duluth

IRRODL Volume 16, Number 6, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

Initial research on learning in massive open online courses (MOOCs) primarily focused participation patterns and participant experiences. More recently, research has addressed learning theories and offered case studies of different pedagogical designs for MOOCs. Based on a meta-analysis and synthesis of the research literature, this study develops a conceptual model of prominent theories and applications of MOOCs. It proposes a continuum of MOOC learning design that consolidates previous theories into a tripartite scheme corresponding to primary types of MOOCs including content-based, community/tasked-based, and network-based applications. A series of MOOC hybrids are analyzed to demonstrate the value of this model while also clarifying appropriate applications and significant design challenges for MOOCs.

Citation

Anders, A. (2015). Theories and Applications of Massive Online Open Courses (MOOCs) : The Case for Hybrid Design. The International Review of Research in Open and Distributed Learning, 16(6),. Athabasca University Press. Retrieved May 21, 2019 from .

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Cited By

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  • Reflection on MOOC Design in Palestine

    Saida Affouneh, An-Najah National University; Katherine Wimpenny, Coventry University; Ahmed Ghodieh, Loay Alsaud & Arij Obaid, An-Najah National University

    The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)

  • Types of Participant Behavior in a Massive Open Online Course

    Tali Kahan, Tal Soffer & Rafi Nachmias, Tel Aviv University

    The International Review of Research in Open and Distributed Learning Vol. 18, No. 6 (Sep 25, 2017)

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