Unpacking MOOC scholarly discourse: a review of nascent MOOC scholarship

被引:128
作者
Ebben, Maureen [1 ]
Murphy, Julien S. [1 ,2 ]
机构
[1] Univ So Maine, Commun & Media Studies Dept, Portland, ME 04101 USA
[2] Univ So Maine, Dept Philosophy, Portland, ME 04101 USA
关键词
MOOCS; assessment; learning analytics; cognitive behaviorism; Connectivism; CONNECTIVISM;
D O I
10.1080/17439884.2013.878352
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009-2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes. Phase One: Connectivist MOOCs, Engagement and Creativity 2009-2011/2012. Themes of Phase One include: development of Connectivism as a learning theory, and technological experimentation and innovation in early cMOOCs. Phase Two: xMOOCs, Learning Analytics, Assessment, and Critical Discourses about MOOCs 2012-2013. Themes of Phase Two include: the rise of xMOOCs, further development of MOOC pedagogy and platforms, growth of learning analytics and assessment, and the emergence of a critical discourse about MOOCs.
引用
收藏
页码:328 / 345
页数:18
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