Independent learning through Massive Open Online Courses

Dr Paula HodgsonGeneral Education Office, Hong Kong Baptist University

Independent learning through MOOCs

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• MOOCs pedagogy

• My MOOC experiences

Outlines

https://www.class-central.com/report/moocs-stats-and-trends-2014/

Source: https://www.class-central.com/universities

MOOCs offered in 2014

Pedagogy (1)

MOOCs as stand-alone courses

MOOCs are built around online lectures: weekly lectures, weekly quizzes with immediate feedback, assignments that were peer-reviewed, discussion forums

Bali (2014)

Pedagogy (2)

•MOOCs rely heavily on peer engagement and assessment to support the individual student's learning process

Yuan and Powell (2013:12)

• The first principle is encouragement of student–faculty contact

• The second principle is enormous potential for student–student interaction

• The third principle relates to encouraging active learning

• The fourth principle is to give prompt feedback

• The fifth principle is emphasizing time on task

• The sixth principle is communicating high expectations

• The seventh principle of good practice is respect for diverse talents

Chickering and Gamson (1987)

Seven principles of good practice in undergraduate education

only 7% of the 50,000 students who took the Coursera-UC Berkeley course in Software Engineering completed. There is a similar reported dropout rate in Coursera’s Social Network Analysis class where only 2% of participants earned a basic certificate and 0.17% earned the higher level programming with distinction certificate

Yuan and Powell (2013:11)

Completion rates

Source: https://youtu.be/cXrrysTwvMA [11:35/1:18:15]

• Successful self-regulated learning is necessary for learning independently: goal-directed, having a sense of self-efficacy, a willingness to commit, and metacognitive awareness.

Mayes and de Freitas (2013)

Self-regulated learning

My MOOC experience (1)

Which ones to keep

Started.

25 June,

2014

Started

1 July,

2014

Managing MOOCs: interactions in edX course

Managing MOOCs: progress made in edX

Interactions with instructor/professor

Leading & commenting to peers

Enrolment profile

Quizzes

Overall evaluation/feedback (Contributes 40% to your final grade - 13 marks)

• 7. Say what you liked best about this example as an instance of collaborative problem solving.

• self → This is a joint university project that provided an extensive amount of effort from each institute to collaborate for enhancing quality in learning, teaching and assessment in higher education in Hong Kong.

• peer 1 → All team members had something to contribute; the web-page couldn't have been created by only one person.

• peer 2 → I liked how it is well-organized and evidence is obvious.

• peer 3 → [This area was left blank by the evaluator.]

• Your effective grade is 8

Making self & peer assessment with reference to different statements:

1. The example includes a problem of the sort that requires collaborative problem solving (2).

2. The example demonstrates that collaboration between people is necessary or advisable (3).

3. … (2)

4. … (2)

5. … (2)

6. Suggestion

1st assignment

Forum activities: active across all weekly topics

edX and CourseraCompleted the

second

assignment and

receiving 22/23

Time for a third MOOC

• Reading

• Watching videos

• Forum discussion/quiz

• Reflection [learning log]

Weekly tasks

• Class 3 Module 3.2: EI and SI in Various Fields of Work and They Can Be Developed

• Discussion Forum Question [reflection]:

• What are the competences that you have been able to use well, that are your strengths?

• Class 4: Inspiring and Motivating Sustained Development, Growth, and Learning

• Discussion Forum Questions [reflection~emotion]:Reflective

practice

Signature Track

Critical incident

Posted 3 days ago…

THREADED discussion

Action Learning Assignment

Skills in managing incoming forum messages

Practising coaching skills

Another action learning assignment…

Finally…

Source: https://www.class-

central.com/report/moocs-stats-

and-trends-2014/

Intention and persistence

(Reich 2014)

Considering MOOCs for high school students

What’s next:

get ready for college

Source: https://www.edx.org/high-school-initiative

• Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1), 44–56.

• Chickering, A.W., and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, March, 3–7.

• Mayes, T., and de Freitas, S. (2013). Technology-enhanced learning. In Beetham, H., and Sharpe, R. (eds). Rethinking Pedagogy for a Digital Age: Designing for 21st Century Learning, pp. 17–28, Routledge.

• Reich, J. (2014). MOOC Completion and Retention in the Context of Student Intent. Educause Review Online, 8th December.

• Yuan, L., and Powell, S. (2013) MOOCs and open education: implications for higher education. Access at: http://publications.cetis.ac.uk/wp-content/uploads/2013/03/MOOCs-and-Open-Education.pdf

References

Q&A

THANK YOU