Understanding MOOCs Through Connectivist and Social Constructivist Approaches

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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Resumé

During only a few years, MOOCs have been widespread adopted and accepted
as part of the educational agenda. The massive aspect, the social networking,
and the idea of new student roles where the student is the main responsible for selforganizing her or his participation are main drivers in the learning processes. The current development of MOOCs can be seen as having two distinct directions; cMOOCs, defined by a participative pedagogical model based on the principles of connectivism, which is introduced as a new learning theory; and xMOOCS, developed as extensions of traditional courses, and to a higher degree based on an instructional model. However, as MOOCs have spread globally and developed, this dichotomy is no longer sufficient. From a mapping of UK MOOCs, Bayne and Ross suggest that the emergence of MOOCs gives rise to discussions of central pedagogical questions of What, How and Whom, which are well-known and not yet solved issues in e-learning (Bayne and Ross, 2013, p. 8). We therefore wish to discuss MOOCs from more multiple perspectives and raise issues which emerge from the current reports on practices with MOOCs. A social constructivist perspective on learning acknowledges both the participatory approach to learning and the role of the teacher as an important moderator
of students’ learning processes.
OriginalsprogEngelsk
TitelProceedings of the 14th European Conference on e-Learning ECEL-2015
RedaktørerAmanda Jefferies, Marija Cubric
Antal sider12
ForlagAcademic Conferences and Publishing International
Publikationsdato2015
Sider34-41
ISBN (Trykt)978-1-910810-70-5
ISBN (Elektronisk)978-1-910810-71-2
StatusUdgivet - 2015
BegivenhedECEL 2015: 14th European Conference on e-Learning ECEL-2015 - University of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, Storbritannien, Hatfield, Storbritannien
Varighed: 29 okt. 201530 okt. 2015
http://academic-conferences.org/ecel/ecel2015/ecel15-home.htm

Konference

KonferenceECEL 2015
LokationUniversity of Hertfordshire, College Lane, Hatfield, Hertfordshire AL10 9AB, Storbritannien
LandStorbritannien
ByHatfield
Periode29/10/201530/10/2015
Internetadresse

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learning process
student
learning theory
electronic learning
learning
networking
driver
participation
teacher

Citer dette

Andreasen, L. B., & Buhl, M. (2015). Understanding MOOCs Through Connectivist and Social Constructivist Approaches. I A. Jefferies, & M. Cubric (red.), Proceedings of the 14th European Conference on e-Learning ECEL-2015 (s. 34-41). Academic Conferences and Publishing International.
Andreasen, Lars Birch ; Buhl, Mie. / Understanding MOOCs Through Connectivist and Social Constructivist Approaches. Proceedings of the 14th European Conference on e-Learning ECEL-2015. red. / Amanda Jefferies ; Marija Cubric. Academic Conferences and Publishing International, 2015. s. 34-41
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abstract = "During only a few years, MOOCs have been widespread adopted and acceptedas part of the educational agenda. The massive aspect, the social networking,and the idea of new student roles where the student is the main responsible for selforganizing her or his participation are main drivers in the learning processes. The current development of MOOCs can be seen as having two distinct directions; cMOOCs, defined by a participative pedagogical model based on the principles of connectivism, which is introduced as a new learning theory; and xMOOCS, developed as extensions of traditional courses, and to a higher degree based on an instructional model. However, as MOOCs have spread globally and developed, this dichotomy is no longer sufficient. From a mapping of UK MOOCs, Bayne and Ross suggest that the emergence of MOOCs gives rise to discussions of central pedagogical questions of What, How and Whom, which are well-known and not yet solved issues in e-learning (Bayne and Ross, 2013, p. 8). We therefore wish to discuss MOOCs from more multiple perspectives and raise issues which emerge from the current reports on practices with MOOCs. A social constructivist perspective on learning acknowledges both the participatory approach to learning and the role of the teacher as an important moderatorof students’ learning processes.",
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Andreasen, LB & Buhl, M 2015, Understanding MOOCs Through Connectivist and Social Constructivist Approaches. i A Jefferies & M Cubric (red), Proceedings of the 14th European Conference on e-Learning ECEL-2015. Academic Conferences and Publishing International, s. 34-41, ECEL 2015, Hatfield, Storbritannien, 29/10/2015.

Understanding MOOCs Through Connectivist and Social Constructivist Approaches. / Andreasen, Lars Birch; Buhl, Mie.

Proceedings of the 14th European Conference on e-Learning ECEL-2015. red. / Amanda Jefferies; Marija Cubric. Academic Conferences and Publishing International, 2015. s. 34-41.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceartikel i proceedingForskningpeer review

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Andreasen LB, Buhl M. Understanding MOOCs Through Connectivist and Social Constructivist Approaches. I Jefferies A, Cubric M, red., Proceedings of the 14th European Conference on e-Learning ECEL-2015. Academic Conferences and Publishing International. 2015. s. 34-41