Anders, A. (2015). Theories and applications of massive online open courses (MOOCs): The case for hybrid design. International Review of Research in Open and Distributed Learning, 16(6), 40-62. http://dx.doi.org/10.19173/irrodl.v16i6.2185
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.
This presentation offers an overview of student responses and learning outcomes for a business communication course that employs a networked learning pedagogical approach. Results include video clips of focus group interviews and quantitative results from a pre/post survey of student networking skills focusing on confidence and anticipated behaviors.
The course design employs networked learning as a conceptual frame for a pedagogy that promises to rigorously teach specific skills and relevant domain knowledge while also situating these experiences in the context of building technological and social networks that support lifelong learning and professional development. Course activities are organized and shared through custom designed community blog site. The design includes a series of assignments geared toward helping students demonstrate professional competencies and develop professional networks. In addition, it employs peer review processes designed to help scale assessment and feedback in participatory media contexts. Finally, the study addresses the ethical and practical challenges – and the meaningful rewards – of networked learning practices for professional communications pedagogy.