Professional learning in open networks: How midwives self-regulate their learning in Massive Open Online Courses

Dalsgaard, Annette; Chaudhari, Vasudha and Littlejohn, Allison (2019). Professional learning in open networks: How midwives self-regulate their learning in Massive Open Online Courses. In: Littlejohn, Allison; Jaldemark, Jimmy; Vrieling-Teunter, Emmy and Nijland, Femke eds. Networked Professional Learning: Emerging and Equitable Discourses for Professional Development. Research in Networked Learning. Springer, pp. 15–36.

DOI: https://doi.org/10.1007/978-3-030-18030-0_2

Abstract

This chapter reports on how midwives self-regulate their learning in an open, online network which was constituted as a Massive Open Online Course (MOOC). A validated survey instrument measuring self-regulated learning in MOOCs was distributed as a post-course online survey to 2039 enrolled participants. 217 participants completed the questionnaire, equivalent to a response rate of 11%. This rate is higher than the normal response rate to post-course surveys reported in MOOCs. The analysis identified seven specific factors that influence the ways midwives learning in the MOOC. There is strong evidence that midwives’ approach to networked learning is aligned to their practice, with findings suggesting that the midwives’ learning in the MOOC was characterised through self-reflection and expansive critical thinking. These findings will be of interest to those who plan for and design online, networked learning for health professionals, offering design guidelines; to midwife educators, identifying key learning charactersitics of midwives; and to professional bodies, pointing to models for future networked professional learning.

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About

  • Item ORO ID
  • 57287
  • Item Type
  • Book Section
  • ISBN
  • 3-030-18030-1, 978-3-030-18030-0
  • Extra Information
  • 22 pp.
  • Keywords
  • Massive Open Online Courses; technology-enhanced learning; nursing; midwives; continuing professional development; MOOCs; networked learning; professional learning; self-regulated learning
  • Academic Unit or School
  • Institute of Educational Technology (IET)
  • Research Group
  • Centre for Research in Education and Educational Technology (CREET)
  • Copyright Holders
  • © 2019 Springer Nature Switzerland AG
  • Depositing User
  • Allison Littlejohn

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