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Journal Article

A Cross‑Modal Analysis of Learning Experience from a Learners Perspective  pp195-205

Bernard Nkuyubwatsi

© May 2014 Volume 12 Issue 2, ECEL, Editor: Mélanie Ciussi, pp126 - 226

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Abstract

Abstract: Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perceptions on learning experience offered by MOOCs have led to many claims about the quality of these courses and their potential imp act on higher education in both developed and developing countries. This paper discusses, from a learners perspective, learning experience across four modes of learning: face‑to‑face, self‑guided/radio, online and MOOCs. My own educational experience exp anded across the first three mode of learning. To gain similar first‑hand experience in MOOCs, I enrolled in one cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross‑case analysis of the four modes of lea rning and identified strengths and limitations of each mode. Then I organised recurring patterns across the four learning modes into five themes: openness, availability, diversity, flexibility and interactivity. I found that each of these learning modes c an help learners achieve a significant milestone in learning, and accomplishment in one mode can bridge across to a different learning mode. I argue that a combination of learning modes, where applicable, can lead to better learning experience than an exc lusive use of a single mode. I also argue that each of these modes can contribute enormously to learners educational, socio‑economic, and cross‑cultural migration as well as to their geographical mobility. Each of these modes can also contribute to bridg ing an educational divide if stakeholders in education capitalize on the target learners strengths, on existing access to media and on openness in terms of content, assessment and accreditation. This paper is likely to benefit educational stakeholders wh o want to open up access to education and to reach learners in underprivileged settings, and those who are interested in cross‑cultural education development.

 

Keywords: in cross-cultural education development.Keywords: learning experience, face-to-face learning, self-guided/radio learning, online learning, learning from MOOCs, cross-cultural education

 

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Journal Article

Evaluation of a MOOC Design Mapping Framework (MDMF): Experiences of Academics and Learning Technologists  pp38-51

John Kerr, Vicki H.M. Dale, Fanni Gyurko

© Mar 2019 Volume 17 Issue 1, Editor: Rikke Ørngreen and Karin Levinsen, pp1 - 63

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Abstract

With the increasing strategic importance of Massive Online Open Courses (MOOCs) in higher education, this paper offers an innovative approach to advancing discussions and practice around MOOC learning design, in the context of staff development. The study provides a deeper understanding of staff (academic and learning technologists') experience when designing MOOCs, through the evaluation of a novel MOOC design mapping framework (MDMF) at one higher education institution. The MDMF was developed to enhance the MOOC design process for staff involved, providing dedicated, tailored support in this area. This study considers and contributes to the literature on learning design, differences between face‑to‑face and online learning and the role played by academic staff and learning technologists in the design of MOOCs. The study is based on rich qualitative data drawn from 12 semi‑structured interviews with nine academics and three learning technologists who used the framework for constructing MOOCs. This study evaluates: (1) how the framework was used and supported; (2) benefits of the framework to support good practice in learning design and the design process; and (3) limitations of the framework. We also considered suggested enhancements to the framework. The study highlighted new areas that could influence the design process, such as the importance of the learning technologist as a facilitator of the MDMF, the benefits of the visual aspects of the framework, technological challenges, and users’ level of digital literacy.

 

Keywords: Learning Design, MOOCs, Online Learning, Curriculum Development, Academic Development, Learning Technologists

 

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