In the area of online learning massive open online courses have attracted much attention in recent years. In 2014, quantitative research into MOOCs is starting to appear but relatively little is known about the learner experience in these environments. This paper reports on an ongoing study involving a mixed methods approach with a multiple embedded case study design which investigates what people bring with them into MOOCs and how they self regulate their learning in these unique environments. A preliminary analysis of data collected in a survey administered to the registrants of a health sciences MOOC confirms what the recent research tells us about who signs up for MOOCs: that they are likely to be young, male, and educated. In particular, individuals enroll with learning intentions other than the traditional trajectory of 'completion'. The unique characteristics of individuals in MOOCs need be foremost in our mind if we are to better understand effective learning in massive courses.
|Title of host publication||Rhetoric and reality|
|Subtitle of host publication||critical perspectives on educational technology : proceedings ascilite Dunedin 2014|
|Editors||Bronwyn Hegarty, Jenny McDonald, Swee-Kin Loke|
|Place of Publication||Dunedin, New Zealand|
|Publisher||Australasian Society for Computers in Learning in Tertiary Education|
|Number of pages||5|
|Publication status||Published - 2014|
|Event||Australasian Society for Computers in Learning in Tertiary Education Conference (31st : 2014) - Dunedin, New Zealand|
Duration: 23 Nov 2014 → 26 Nov 2014
|Conference||Australasian Society for Computers in Learning in Tertiary Education Conference (31st : 2014)|
|City||Dunedin, New Zealand|
|Period||23/11/14 → 26/11/14|
Bibliographical noteVersion archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.
- higher education
- online learning
- learning intentions
Norman, A. (2014). The who, why and what of MOOCs. In B. Hegarty, J. McDonald, & S-K. Loke (Eds.), Rhetoric and reality: critical perspectives on educational technology : proceedings ascilite Dunedin 2014 (pp. 717-721). Dunedin, New Zealand: Australasian Society for Computers in Learning in Tertiary Education.