Student and Teacher Perspectives on MOOCs
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Revision as of 20:59, 7 December 2023
Contents |
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
Teaching and learning with MOOCs: computing academics perspectives and engagement
Employee Perspectives on MOOCs for Workplace Learning
Egloffstein, M., & Ifenthaler, D. (2017). Employee Perspectives on MOOCs for Workplace Learning. TechTrends, 61(1), 65–70.
https://ocul-bu.primo.exlibrisgroup.com/permalink/01OCUL_BU/p5aakr/cdi_proquest_journals_1855703081
D.O.I: 10.1007/s11528-016-0127-3
Context
The article investigates the acceptance and effectiveness of Massive Open Online Courses (MOOCs) in professional learning from the employee perspective in corporate settings. The study addresses gaps in empirical evidence regarding the use of MOOCs for workplace learning, emphasizing the need to consider both employers' and employees' attitudes. The research explores employees' motivations, preferences for learning purposes, interest in MOOC topics, and expectations related to credentials and incentives. The research aligns with broader issues in the evolving landscape of digital workplace learning, where the need for continual, individualized learning is crucial. It contributes to discussions on the potential of MOOCs as a scalable, flexible, and adaptive solution for corporate training. The study addresses challenges in digital workplace learning, emphasizing the importance of informal learning and the role of technology in bridging formal and informal learning environments.
Overview
The article investigates how employees perceive Massive Open Online Courses (MOOCs) within professional settings and tries to understand the extent to which MOOCs are embraced for learning in the workplace. The authors highlight the limited research on the untapped potential of Massive Open Online Courses (MOOCs) in workplace learning. Therefore, their emphasis is on understanding employees' viewpoints on motivation, credentials, and incentives by asking "which learning purposes would employees use MOOCs? Which MOOC topics are of interest for employees? And how important are credentials and incentives for employees when participating in MOOCs?" To do so, the article draws on self-regulated learning theories to highlight the increasing importance of individualized, continuous learning in the rapidly changing work environment. Moreover, Two major MOOC pedagogies, connectivist MOOCs (cMOOCs) and extended MOOCs (xMOOCs), are introduced and briefly critiqued for their different approaches to content delivery and learner engagement. Regarding methodology, the authors use a survey research design to collect data on 119 employee perspectives on MOOCs in workplace learning. A survey instrument with seven sections, including ICT competencies, motivation, online learning, credentials, incentives, interest in MOOC topics, and demographic information was implemented. Overall, the raison d'être of the article lies in shedding light on the acceptance of MOOCs for workplace learning and providing insights for the design and implementation of these courses in digital workplace environments.
Strengths and Weaknesses
On the one hand, the article effectively identifies a gap in the existing research related to Massive Open Online Courses (MOOCs) in professional workplace learning, specifically focusing on the limited empirical evidence on the acceptance and effectiveness of MOOCs in this context. Moreover, it has very clear objectives, the need to investigate the employee perspective on MOOCs, particularly concerning motivation, credentials, and incentives for workplace learning.
On the other hand, the study sample is far too small to be considered representative. The results can be used as a basis for formulating additional hypotheses; however they are too small to be applied to a broader population. Furthermore, the respondents declared that they had a lack of experience with MOOCs and thus, the authors conclusion could be somewhat biased. Essentially, the respondents' lack of experience with MOOCs might influence their perceptions and responses, potentially skewing the study's outcomes and warranting caution to generalization.
Assessment
In my opinion the article provides a valuable exploration of the acceptance of Massive Open Online Courses (MOOCs) in workplace learning from the perspective of employees. Despite its commendable insights, the study's limitations, such as a small and potentially biased sample, necessitate careful consideration in drawing broader conclusions. The authors effectively shed light on employees' motivations, preferences, and perceptions regarding MOOCs, opening avenues for further research and practical implications. This article is particularly beneficial for educators, researchers, and professionals interested in the intersection of digital workplace learning, technology integration, and employee development. It offers a nuanced understanding of the potential challenges and opportunities associated with implementing MOOCs in corporate settings. Additionally, human resource professionals, instructional designers, and policymakers can find valuable insights for enhancing the design, implementation, and acceptance of MOOCs in the context of professional learning.
Ja19kd 20:13, 1 December 2023 (EST)
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