Are Massive Open Online Courses (MOOCs) Pedagogically Innovative?

Autor/inn/en	Armellini, Alejandro; Padilla Rodriguez, Brenda Cecilia
Titel	Are Massive Open Online Courses (MOOCs) Pedagogically Innovative?
Quelle	In: Journal of Interactive Online Learning, 14 (2016) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4914
Schlagwörter	Large Group Instruction; Online Courses; Teaching Methods; Educational Innovation; Technology Uses in Education; Stakeholders; Student Attitudes; Teacher Attitudes; Attitude Measures; Online Surveys; Administrator Attitudes; Definitions; Higher Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; Lehrerverhalten; Begriffsbestimmung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Großbritannien
Abstract	While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n = 106) described MOOCs primarily as free, openly accessible online courses that attract large numbers of participants. Views on pedagogic innovation fell into three categories: 1) MOOCs are pedagogically innovative (15.1%). Explanations referred to massiveness, openness and connectivism. None of the participants offered a clear definition of or criteria for pedagogic innovation. 2) MOOCs are not pedagogically innovative (84.9%). More than half of the respondents added an unsolicited opinion, including strong criticisms of MOOCs. 3) MOOCs may or may not be pedagogically innovative. The evidence suggests that caution should be exercised when characterising MOOCs as pedagogically innovative. (As Provided).
Anmerkungen	University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01