2013 was the “maturing of the MOOC” (Haggard et al. 2013).
2016 was “the year of MOOC hard questions” (Weller 2016).
This session reveals 2017 is the year “impacts and approaches from MOOCs have embedded to become the new normal”.
Full results will be premiered and interactively discussed from the culmination of a 3-year masters research journey seeking to understand rationale, implementation and impact of MOOCs upon Higher Education Institutions. This includes the comprehensive international MOOC Survey (www.moocsurvey.org), featuring responses from 28 countries, 96 institutions, alongside 10 in-depth interviews with leading academic and business individuals, providing exceptional contextual depth.
Collaboration with, and building upon, existing peer-reviewed work such as the EU HOME Survey (Jansen, 2016) and USA Grade Level repot (Allen & Seaman 2015) make this research holistic yet detailed and provides insight into areas with originally little coverage: ‘for many, MOOC issues remain unanswered… participation, retention and completion tell only one side of the MOOC success story.’ (Leeds & Cope 2015).
Participants will find out, and consider for themselves, how effects and impacts from MOOCs have acted as catalysts of change, altered and accelerated expectations and innovation across virtual learning spaces, on-campus provision of teaching, staff development whilst also providing a focus for changing policy and consistent practical pedagogical approaches to blended, digital and distance learning to become the new normal.
Using audience-response software participants will be part of a guided journey through the full results of the impact of MOOCs, by offering their take on key survey questions, enabling a live discussion and context alongside the presentation of the results and analysis.
Session Timings (40 mins)
- Overview of research themes, process, rationale and design – 10 minutes
- Key results with interactive exploration – 20 minutes
- Future directions – 5 minutes
- Questions – 5 minutes
Excellent opportunities for further collaboration and analysis of results are in process, with research data is open to all. Take part in this session to start your journey and find out more.
Allen, E., & Seaman, J. (2015). Grade level: Tracking online education in the United States. Babson Survey Research Group Report. Retrieved from: http://www.onlinelearningsurvey.com/reports/gradelevel.pdf
Leeds, E.M. & Cope, J., 2015. MOOCs: Branding, enrollment, and multiple measures of success. Online Journal of Distance Learning Administration, 18(3). Available at: http://www.westga.edu/~distance/ojdla/fall183/leeds_cope183.html [Accessed August 16, 2016].
Haggard, S. et al., 2013. The Maturing of the MOOC: literature review of massive open online courses and other forms of online distance learning. Department for Business, Innovation and Skills, UK Government. Available at: www.gov.uk/bis [Accessed August 15, 2016].
Jansen, D. & Goes, M., 2016. Comparing Institutional MOOC strategies : Status report based on a mapping survey conducted in October – December 2015, Available at: https://eadtu.eu/images/publicaties/Comparing_Institutional_MOOC_strategies.pdf
Pappano, L., 2012. Massive Open Online Courses Are Multiplying at a Rapid Pace – The New York Times. MY Times. Available at: http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-coursesare-multiplying-at-a-rapid-pace.html?_r=0.
Weller, M., 2016. 2016 – the year of MOOC hard questions. , pp.1–5. Available at: http://blog.edtechie.net/mooc/2016-the-year-of-mooc-hard-questions/
Also available the slides from the session: https://goo.gl/KbsWFC
Now available the screen capture of the session: https://youtu.be/9poeNZK8qN0
Ahead of the session you may wish to install the Socrative audience response software on your mobile, tablet or computer. Download the “student” app at https://www.socrative.com/apps.html