Littlejohn, Allison and Hood, Nina
(2018).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1007/978-981-10-8893-3_3 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
MOOCs have the potential to challenge existing educational models. Paradoxically, they frequently reinforce educational conventions by requiring the learners to conform to expected norms of current educational models. Recent research has produced data on how learners engage in MOOCs. And yet, despite the extensive data, rather than freeing learners to chart their own pathways, MOOCs still require the learners to conform to expected norms. The very act of learning autonomously often causes tensions, most noticeably when learners choose to drop out, rather than complete a course as expected, or when they engage in MOOCs as mere observers, rather than active contributors. In this chapter, we explore how the emphasis on the individual as active and autonomous learner sometimes conflicts with the expectation that learners conform to accepted norms. This expectation that learners conform to accepted ‘ways of being’ in a MOOC isolates those who plan their own pathway. The chapter concludes with a typology of different learners, arguing that, rather than adhering to a ‘type’, each MOOC participant moves across these learner types, depending on their motivations, and may span different types, rather than falling into one single category.
| Item Type: | Book Section |
|---|---|
| Copyright Holders: | 2018 The Authors |
| ISBN: | 981-10-8892-6, 978-981-10-8892-6 |
| Keywords: | MOOC; Massive Open Online Course; Open Eduction; Online Education; Technology-enhanced Learning; Digital Learning; Higher Education; Adult Learning; Learning in a MOOC |
| Academic Unit/School: | Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 55937 |
| Depositing User: | Allison Littlejohn |
| Date Deposited: | 31 Jul 2018 08:53 |
| Last Modified: | 07 Dec 2018 11:09 |
| URI: | http://oro.open.ac.uk/id/eprint/55937 |
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