You are here:

MOOCs Deconstructed: Variables that Affect MOOC Success Rates
PROCEEDINGS

, University of Minnesota, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This research study provides a brief history of a recent phenomenon in higher education called MOOCs (Massive Open Online Courses) and examines the literacies, emerging frameworks, as well as developing market forces that promise to disrupt existing education models. It identifies two primary pedagogies and instructional design models in current MOOC courses, with the Connectivist approach on one end - and the Cognitive-Behaviorist approach on the other end of the spectrum. The study concludes that current MOOC design models are challenged in providing a cohesive learning experience that can be scaled to massive audiences with divergent learner profiles and that they would benefit from a more social-constructivist approach to learning in which online communities are established and maintained.

Citation

Reilly, C. (2013). MOOCs Deconstructed: Variables that Affect MOOC Success Rates. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1308-1338). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References