Notice to Authors

Due to the overwhelming number of submissions to IRRODL, the journal has already met its publication quota for 2019. As a result, for a period that will not exceed six months, IRRODL will no longer be accepting submissions after May 1, 2019. In order to improve our service to the academic community, and to ensure a six month review to publication cycle, IRRODL will be moving to a regularized publication schedule in 2020. More information will be provided later this year.

We thank our authors, reviewers, and readers for their unwavering and exceptional support in making our journal one of the world’s most successful, open access journals in the field of open and distributed learning.

Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education

  • Jenny Mackness
  • Marion Waite Oxford Brookes University
  • George Roberts Oxford Brookes University
  • Elizabeth Lovegrove Oxford Brookes University
Keywords: MOOCs, Open Academic Practice, Higher Education

Abstract

Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12).

FSLT12 was an open and free professional development opportunity for people moving into HE teaching. It was a small course (200 participants registered from 24 countries) which was focused on introducing HE teaching skills, and, uniquely, to deliberately integrate open academic practice as a vital part of professional development for HE teachers. A qualitative, case-study approach was used in the research, based on surveys, interviews, and social media, to provide evidence about how people learned in this course and consider wider implications for teaching and learning in higher education.

The evidence shows that participants who completed the course were able to learn autonomously and navigate the distributed platforms and environments. The most challenging issues were acceptance of open academic practice and difficulty in establishing an academic identity in an unpredictable virtual environment. An interesting and significant feature of the course was the support for learners from a number of MOOC ‘veterans’ who served as role models and guides for less experienced MOOC learners.

The research shows that small task-oriented MOOCs can effectively support professional development of open academic practice.

Published
2013-09-30
How to Cite
Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. (2013). Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education. The International Review of Research in Open and Distributed Learning, 14(4). https://doi.org/10.19173/irrodl.v14i4.1548
Section
Research Articles