16 SES 10 A, Current Trends and Challenges of Technologies in Education: From learning with MOOCs to using Minecraft at school (Part 1)
Symposium to be continued in 16 SES 11 A
Massive Online Open Courses (MOOCs) are now part of the online learning offer at not only most major universities, but also smaller ones. While universities are still producing new MOOCs, the economic model (or business model) is adapting to the market. At first, free registration was a hallmark of the MOOC, justifying the “Open” in the name. However, after Coursera and Udacity entered the arena, large companies (Microsoft, Google) started offering MOOCs with low fees, which changed the intrinsic value (free) of the MOOC. Moreover, whereas MOOCs formerly targeted very large audiences (“Massive”) and for brief periods (from 6 to 10 weeks), many universities are now offering MOOCs that span the year (Online Course Report, 2016) as well as smaller versions called SPOCs (Small Private Online Courses) (Fox, 2015). Considering the costs and the implications for MOOC development, smaller universities must reflect carefully before broadening their offer, and even more so in this changing landscape. However, leaving the field to major institutions may create gaps in online learning opportunities (Online Course Report, 2016). The objective of this study was to examine, using a two-year experimental design, the implications, for both the university and learners, of a MOOC initiative delivered by a small university. The overall aim is to improve the service offer, better meet learners’ needs, and stimulate reflection for future development. Two MOOCs were offered each year (2014 and 2015). Over 15,000 students enrolled in “Initiation to Finance” and 11,000 students in “Play to Learn.” For each iteration, two questionnaires were sent to the students, one in the first course week and one in the last week. The questionnaires were sent by email and took about 15 minutes to complete. Group discussions with various contributors (IT staff, professors, administrators, communication services, etc.) provided useful insight after each iteration. The questionnaires assessed students’ motivation and learning strategies (Pintrich et al. 1993), motives to enroll, perceptions, and sociodemographic status. We also collected data on MOOC diffusion (media presentation) and the impacts on university subscription. Overall, the university reported positive impacts. However, no difference was observed in university enrollment, implying that no direct income was associated with the MOOCs. Learners expressed positive perceptions and appeared to be strongly motivated to complete the MOOCs (overall 30% completion for the first year, about 15% for the second year). The cost/return effectiveness is discussed as well as the impacts on contributors and students.
Carré, P. (2001). De la motivation à la formation. Editions L'Harmattan. Chicago Fox, A. (2015). From MOOCs to SPOCs [DB/OL]. [2015-04-24]. Available from : http://cacm.acm.org/magazines/ 2013/12/169931-from-moocs-to-spocs/fulltext. Online Course Report (2016). State of the MOOC 2016: A year of massive landscape change for massive open online courses. Available from : https://www.onlinecoursereport.com/state-of-the-mooc-2016-a-year-of-massive-landscape-change-for-massive-open-online-courses/ Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and psychological measurement, 53(3), 801-813.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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