Student and Teacher Perspectives on MOOCs

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Revision as of 21:05, 1 December 2023 (edit) Ja19kd (Talk | contribs) (New page: ===Context Statement=== The three articles under review offer an insightful exploration into different facets of Massive Open Online Courses (MOOCs) from diverse perspectives. In "Learner...) ← Previous diff		Revision as of 21:06, 1 December 2023 (edit) (undo) Ja19kd (Talk | contribs) Next diff →
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	===Learners’ perspectives on MOOC design===		===Learners’ perspectives on MOOC design===
-	[Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners’ perspectives on MOOC design. Distance Education, 44(3), 476–494.https://ocul-bu.primo.exlibrisgroup.com/permalink/01OCUL_BU/p5aakr/cdi_proquest_journals_2853697055]	+	Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners’ perspectives on MOOC design. Distance Education, 44(3), 476–494.
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		+	https://ocul-bu.primo.exlibrisgroup.com/permalink/01OCUL_BU/p5aakr/cdi_proquest_journals_2853697055

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Revision as of 21:06, 1 December 2023

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, "What employees think about MOOCs at work" 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.

Learners’ perspectives on MOOC design

Oh, E. G., Cho, M.-H., & Chang, Y. (2023). Learners’ perspectives on MOOC design. Distance Education, 44(3), 476–494.

https://ocul-bu.primo.exlibrisgroup.com/permalink/01OCUL_BU/p5aakr/cdi_proquest_journals_2853697055