Activities per year
Abstract
The proliferation and expansion of massive open online courses (MOOCs) prompts a need to revisit classical pedagogical questions. In what ways will MOOCs facilitate and promote new e-learning pedagogies? Is current learning design adequate for the “massiveness” and “openness” of MOOCs? This article discusses the ways in which MOOCs create new conditions for designing learning processes. The authors present various theoretical approaches to learning design and discuss a combination of theoretical perspectives. They discern a fragmentation of the teacher role; where the teacher was once the main person responsible for planning, practice and reflection, those activities may now be performed by different actors with different areas of responsibility. The theoretical discussion is complemented by a review of recent studies of new practices and design formats aiming to overcome the upscaling issues of MOOCs. The authors present a multifaceted picture of MOOC methodologies, including a typology of hybrid approaches to MOOC design. Through the example of MOOC implementation in India, they address the integration of MOOCs into formal higher education systems. They conclude their article with the contention that, through upscaling, important facets of students’ intellectual development and critical thinking might be left to the students themselves. This may cause problems. Adequate scaffolding from a teacher, such as adapting activities to the specific situation, might be needed to develop the skills required to be a self-directed learner. Furthermore, upscaling seems to promote a separation of the formerly unified teacher functions of planning, teaching and assessing, which necessitates increased collaboration among the many new actors in the field of pedagogy.
Original language | English |
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Journal | International Review of Education |
Volume | 64 |
Issue number | 2 |
Pages (from-to) | 179-195 |
Number of pages | 17 |
ISSN | 0020-8566 |
DOIs | |
Publication status | Published - 1 Apr 2018 |
Keywords
- course design
- designing learning processes
- instructional design
- learning design
- massive open online courses (MOOCs) in higher education
- teacher roles
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Didaktiske perspektiver på digitalisering i voksenpædagogik
Buhl, M. (Lecturer)
27 Sept 2019Activity: Talks and presentations › Talks and presentations in private or public companies
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The promised land? Didaktiske perspektiver på digitalisering i voksenpædagogik
Buhl, M. (Lecturer)
25 Apr 2019Activity: Talks and presentations › Guest lecturers
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Digitale trends og didaktik - et kritisk blik på pædagogiske potentialer og udfordringer når IT implementeres i voksenlæring
Buhl, M. (Lecturer)
21 Nov 2018Activity: Talks and presentations › Guest lecturers
Research output
- 12 Citations
- 1 Conference abstract for conference
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MOOCs - Digital Trend or Educational Revolution?
Buhl, M., 14 Dec 2018, p. 10.Research output: Contribution to conference without publisher/journal › Conference abstract for conference › Research
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