online learning and moocs: a framework proposal
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ENTER 2015 Research Track Slide Number 1
Online Learning and MOOCs: A Framework Proposal
Jamie Murphya, Nadzeya Kalbaska , Laurel Horton-ᵇTognazzini and Lorenzo Cantoniᵃ ᵇ
aAustralian School of Management, [email protected], [email protected]
ᵇThe Faculty of Communication Sciences, Università della Svizzera italiana, [email protected], [email protected]
ENTER 2015 Research Track Slide Number 3
• INDUSTRY: “In talking about MOOCs and online courses as interchangeable and equivalent entities Brooks is doing a disservice to both. He is demonstrating a shocking ignorance about the work that many of us have been involved in for many years to help design and teach small online courses . . .” (Kim, 2012).
• ACADEMIA: Few specifics, ambiguity, difficult to classify, misunderstandings, improper generalisations, (Cantoni et al, 2009; Negash & Wilcox, 2008; Baker & Surrey, 2013)
Online Learning Confusion
ENTER 2015 Research Track Slide Number 4
Overview
• Evolution of Distance Learning• Online Learning Trends• Proposed Framework• Online Learning Variables• Conclusions, Limitations and Future
Research
ENTER 2015 Research Track Slide Number 5
Distance Learning Evolution• St Paul’s letters, ~50AD• Correspondence courses
– 1728, shorthand– 1833, composition– 1920s, universities
• Radio• Motion Picture• TV• Internet
ENTER 2015 Research Track Slide Number 6
Online Learning Trends
• Learning Management Systems (LMSs)
• Open Courseware• Online Courses (OCs)• Massive Open Online
Courses (MOOCs)
ENTER 2015 Research Track Slide Number 7
Proposed Framework
Interaction Assess Access Cost Recognition
Resources S2C and possibly S2S
NoUsually open
Usually free
None
Tutorials S2C and S2S LimitedUsually open
Usually free
Usually none
Online Courses
S2C, S2T and S2S
YesUsually closed
Usually cost
Yes, up to full (university) credit
MOOCs S2C, S2S and some S2T
Yes Open FreeUsually a certificate of participation
ENTER 2015 Research Track Slide Number 8
Framework Examples
• Resources: YouTube’s Educational Channel; TED, IFITT Resources (eTourism Curriculum, Digital Library, Wiki)
• Tutorials: Open Course Ware, Google’s Digital Marketing Course, NTOs such as Australia and Switzerland
• Online Courses: U of Phoenix, Arizona State, thousands more
• MOOCs: Cornell, UCF, Floofl.com, U of Girona, thousands more
ENTER 2015 Research Track Slide Number 9
Conclusion• Academia:
– Proposed framework with four online learning categories
– Base for future research
• Industry:– Common ground for discussing
online learning– Importance of interaction
ENTER 2015 Research Track Slide Number 10
Limitations and Future Research
• Working proposal based on Lit Review• Dynamic concept• Need for validation• Incorporate additional variables
– Presence– Synchrocity– Openness– MOOC types, i.e. cMOOC vs xMOOC
