MOOCs From the Viewpoint of the Learner: A Response to Perna et al. (2014)

MOOCs From the Viewpoint of the Learner: A Response to Perna et al. (2014)

This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC lear...

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Veröffentlicht in:Educational researcher 2015-05, Vol.44 (4), p.252-254
Hauptverfasser: Wiebe, Eric, Thompson, Isaac, Behrend, Tara
Format: Artikel
Sprache:eng
Schlagworte:
Concept formation
Educational Environment
Educational Research
Educational Theories
Higher Education
Online Courses
Online instruction
Open Education
Reader Response
Research Methodology
Student Centered Curriculum
Teacher education
Teachers
TECHNICAL COMMENTS
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Zusammenfassung:This response to Perna et al. provides an alternate approach to research on massive open online courses (MOOCs). We argue that a student-centered, theory-driven conceptualization and methodological approaches allow us to move beyond descriptive statistics and into a deeper understanding of MOOC learners. Examples using a teacher development MOOC are presented.
ISSN:0013-189X
1935-102X
DOI:10.3102/0013189X15584774