Learning through engagement: MOOCs as an emergent form of provision

 

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dc.contributor.author Walji, Sukaina
dc.contributor.author Deacon, Andrew
dc.contributor.author Small, Janet
dc.contributor.author Czerniewicz, Laura
dc.date.accessioned 2017-02-22T10:53:04Z
dc.date.available 2017-02-22T10:53:04Z
dc.date.issued 2016-06-01
dc.identifier.citation Walji, S., Deacon, A., Small, J. & Czerniewicz, L. (2016). Learning through engagement: MOOCs as an emergent form of provision. Distance Education, DOI: 10.1080/01587919.2016.1184400 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/23992
dc.description.abstract Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning. en_ZA
dc.language eng en_ZA
dc.publisher Distance Education en_ZA
dc.source Distance Education en_ZA
dc.source.uri http://www.tandfonline.com/toc/cdie20/current
dc.title Learning through engagement: MOOCs as an emergent form of provision en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Post-print en_ZA
uct.subject.keywords MOOCs en_ZA
uct.subject.keywords online learning design en_ZA
uct.subject.keywords peer learning en_ZA
uct.subject.keywords student engagement en_ZA
uct.subject.keywords teacher presence en_ZA
dc.publisher.institution University of Cape Town
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Walji, S., Deacon, A., Small, J., & Czerniewicz, L. (2016). Learning through engagement: MOOCs as an emergent form of provision. <i>Distance Education</i>, http://hdl.handle.net/11427/23992 en_ZA
dc.identifier.chicagocitation Walji, Sukaina, Andrew Deacon, Janet Small, and Laura Czerniewicz "Learning through engagement: MOOCs as an emergent form of provision." <i>Distance Education</i> (2016) http://hdl.handle.net/11427/23992 en_ZA
dc.identifier.vancouvercitation Walji S, Deacon A, Small J, Czerniewicz L. Learning through engagement: MOOCs as an emergent form of provision. Distance Education. 2016; http://hdl.handle.net/11427/23992. en_ZA
dc.identifier.ris TY - Journal Article AU - Walji, Sukaina AU - Deacon, Andrew AU - Small, Janet AU - Czerniewicz, Laura AB - Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes of MOOCs is often not informative because the context is very different. The particular affordances of MOOCs shaping learning environments comprise scale (in terms of numbers of students) and diversity (in terms of the types of students). As learning designers, we focus on understanding the particular tools and pedagogical affordances of the MOOC platform to support learner engagement. Drawing on research into learner engagement conducted in the broader field of online learning, we consider how learner engagement in a MOOC might be designed for by looking at three pedagogical aspects: teacher presence, social learning, and peer learning. DA - 2016-06-01 DB - OpenUCT DP - University of Cape Town J1 - Distance Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Learning through engagement: MOOCs as an emergent form of provision TI - Learning through engagement: MOOCs as an emergent form of provision UR - http://hdl.handle.net/11427/23992 ER - en_ZA


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