Assessing MOOC Pedagogies
Karen Swan, Leonard Bogle, Scott Day, Traci van Prooyen, University of Illinois Springfield, United States ; Jennifer Richardson, Purdue University, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this paper is to report on ongoing research to design and validate an instrument that characterizes the pedagogical approaches taken in MOOCs (Massively Open Online Courses), and to use that instrument to characterize and distinguish among the pedagogical strategies used by differing MOOCs and MOOC providers. Preliminary testing on 17 different MOOCs demonstrated >80% inter-reliability and the facility of the measure to distinguish differing pedagogical patterns. The patterns distinguished crossed content areas and seemed to be related to what Sfard (1998) termed metaphors for learning – acquisition vs. participation.
Swan, K., Bogle, L., Day, S., van Prooyen, T. & Richardson, J. (2014). Assessing MOOC Pedagogies. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1018-1026). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)