I have a new post up at the Center for Information Research and Innovation (CIRI) blog at the San Jose State University School of Library and Information Science:
Although educators and scholars are debating the advantages and downsides of MOOCs, with many asserting that MOOCs have the potential to provide new insight regarding online learning, research regarding MOOCs is in its infancy. A recent study by The Chronicle of Higher Education found that 79% of MOOC instructors believe MOOCs are “worth the hype” (Kolowich, 2013). John Daniel’s 2012 paper Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility explores emerging issues that educators should consider and scholars should research: technology platforms, for-profit versus nonprofit models, effective pedagogy, and student success within large learning environments. A scan of recent research includes assessing the experiences of students and professors in MOOC environments, and evaluating various MOOC platforms and their impact on student learning. Clearly, evaluating MOOC environments is an area ripe for exploration.
The parallels between the MOOC movement and 23 Things/ Learning 2.0 programs, my research area for the past few years, are intriguing. Might we argue that Learning 2.0 (L2.0) programs, offered in hundreds if not thousands of organizations, are precursors to the evolving, open and large scale learning landscape we’re experiencing now?
Read the whole post at CIRI!