Student and Teacher Perspectives on MOOCs
From Digital Culture & Society
[edit] Context Statement
The three articles under review offer an insightful exploration into different facets of Massive Open Online Courses (MOOCs) from diverse perspectives. In "Learners’ Perspectives on MOOC Design" by Oh, Cho, and Chang (2023), the focus lies on the design dimensions of MOOCs that learners find valuable, particularly in the context of professional development. The article looks at the evolution of MOOCs from democratizing education to serving as a preferred path for career advancement. Using quantitative research, the authors identify and categorize key design dimensions, providing a comprehensive framework.
On the other hand, "Teaching and Learning with MOOCs: Computing Academics' Perspectives and Engagement" by Eckerdal et al. (2014) addresses the impact of MOOCs on the computer science academic community. The study assesses the views of academics, as well as their knowledge and experience in MOOCs through a mixed method approach which offers a nuanced picture of both positive and negative aspects that have been perceived within the community.
Lastly, "Employee Perspectives on MOOCs for Workplace Learning" by Egloffstein and Ifenthaler (2017) shifts focus to the corporate context with a view to understanding how MOOCs are accepted and used for professional learning. The authors focus on understanding the reasons of employees for wanting to learn, their interest in MOOC topics and expectations related to credentials and incentives.
Together, these articles contribute to the broader discourse on MOOCs, offering valuable insights into learners' perspectives on design, academic viewpoints, and employee experiences in different contexts. These articles present a range of perspectives and findings that may be useful to researchers, teachers, educational designers and professionals in the field of online learning.
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