A New Framework for Massive Open Online Courses (MOOCs).

Abstract

AbstractThe challenges that massive open online courses (MOOCs) bring to learning arena spur adult educators to improve delivery. A framework for a new type of MOOC is presented to address some of challenges presented by earlier models. This new MOOC, called a mesoMOOC, can bridge several challenges that hinder current effective delivery of MOOCs and utilize proven strategies in online learning to better implement MOOCs. The framework for mesoMOOC calls for MOOC designers to address orientation process, embed a connectivist synchronous component to classroom, provide online formative and summative assessment, and develop subsections within classes.IntroductionIn spite of development of massive open online courses (MOOCs) as a form of adult learning, adult educators as a whole have not been at forefront of ensuring that effective pedagogical and andragogical principles have been embedded in process. Thus, not all forward movement has been characterized as progress. Linda Morris (2013), President of American Association for Adult and Continuing Education (AAACE), acknowledges that MOOCs are gaining ground as a means of reaching adult learners. She encourages educators of adults to enter discussion that is already taking place and challenges us to address ineffective practices of MOOCs.McAuley, Stewart, Siemens, and Cormier (2010) explain that a MOOC integrates connectivity of social networking, facilitation of an acknowledged expert in a field of study, and a collection of freely accessible online resources (p. 4). If one were to stop there, this definition might fit current definition of a MOOC. However, McAuley et al. continue on to say that perhaps most importantly, a MOOC builds on active engagement of several hundred to several thousand 'students' who self-organize their participation according to learning goals, prior knowledge and skill, and common interests (p. 4).The research on MOOCs is minimal yet growing. The research shows a clear delineation in what a MOOC of 2008 and what a MOOC of 2013 represent.In 2008, Siemens' theory of Connectivism became basis for development of CCK08, which is now referred to as first MOOC and was delivered through University of Manitoba (Mackness, Mak, & Williams, 2010). This MOOC was designed with the notion that large numbers of participants (thousands) might gain significant benefits from participating in a course (O'Toole, 2013, p. 2).cMOOCsConnectivist MOOCs (cMOOCs) follow connectivist principles, where large numbers of participants self-assemble collections of knowledge, learning activities and curriculum from openly available sources across publicly open platforms (O'Toole, 2013, p. 1). The idea behind cMOOCs is that they focus on collaborative education through knowledge creation as opposed to duplication of knowledge already known (Siemens, 2012, para. 3). The assumption then is that with collaboration greatest benefit occurs when more people put in more effort and thus work more intelligently (O'Toole, 2013, p. 1).The Challenges of cMOOCsAlthough cMOOCs embed and practice many effective techniques for reaching participants, there are a number of challenges that cMOOC design and implementation should address. Kop (2011) noted that:The motivational factors in a traditional adult education classroom are very important in learners.... If confidence levels are low, it is not likely that a person will take up connectivist learning. The technology itself or activity learner is taking on could form a barrier, (p. 22)Another challenge of cMOOC lies in inability to effectively reach a massive audience. Stewart (2013) points out that with cMOOC the network effect of peer-oriented communications and connections and process-focused knowledge generation may thus be difficult to contain entirely, particularly at scale (p. …