Current Issues in Emerging eLearning, Volume 3, Issue 1

Current Issues in Emerging eLearning Volume 3 Issue 1 MOOC Design and Delivery: Opportunities and Challenges Article 12 April 2016 Current Issues in Emerging eLearning, Volume 3, Issue 1 Follow this and additional works at: https://scholarworks.umb.edu/ciee Part of the Instructional Media Design Commons, and the Online and Distance Education Commons Recommended Citation (2016) "Current Issues in Emerging eLearning, Volume 3, Issue 1," Current Issues in Emerging eLearning: Vol. 3 : Iss. 1 , Article 12. Available at: https://scholarworks.umb.edu/ciee/vol3/iss1/12 This Full Issue is brought to you for free and open access by ScholarWorks at UMass Boston. It has been accepted for inclusion in Current Issues in Emerging eLearning by an authorized editor of ScholarWorks at UMass Boston. For more information, please contact . CURRENT ISSUES IN EMERGING ELEARNING Volume 3, Issue 1 (2016/04) ISSN: 2373-6089 Special Issue on MOOC Design and Delivery: Opportunities and Challenges EDITOR-IN-CHIEF Alan Girelli, University of Massachusetts Boston ASSOCIATE EDITOR Apostolos Koutropoulos, University of Massachusetts Boston SPECIAL THANK YOU Leslie P. Limon, copy editor and revision advisor JOURNAL COVER IMAGE BY: Textbook Example, under Creative Commons licensing. More work by Textbook example at: http://textbookexample.com/ COPYRIGHT NOTICE Current Issues in Emerging eLearning is an Open Access Journal licensed under a Creative Commons Attribution - Non Commercial - No Derivatives 4.0 International License. Available online at: http://scholarworks.umb.edu/ciee/ iii ADVISORY BOARD Marilyn Billings: Director of Scholarly Communications and Specific Initiatives University of Massachusetts Amherst Library. Arthur Eisenkraft: Professor, Curriculum and Instructional, College of Education and Human Development University of Massachusetts Boston Dennis Maxey: Associate Dean of Schools and Colleges College of Advancing and Professional Studies University of Massachusetts Boston Jen Riley: Dean, College of Arts and Sciences & Professor of English / Director of Online Education University of Massachusetts Dartmouth Wendy Shapiro: Associate Dean of Learning, Design and Technology College of Advancing and Professional Studies University of Massachusetts Boston Brian White: Associate Professor of Biology & Provost Fellow for Education and Technology University of Massachusetts Boston iv TABLE OF CONTENTS FOREWORD: MOOC DESIGN DISCUSSIONS WELL PAST THE YEAR OF THE MOOC Alan Girelli – CIEE Editor-in-Chief / Leslie Limon, Copy Editor, Revision Advisor...... 1 LEARNING THROUGH DESIGN: MOOC DEVELOPMENT AS A METHOD FOR EXPLORING TEACHING METHODS Robin Bartoletti ............................................................................................................ 9 HOW THE COMMUNITY BECAME MORE THAN THE CURRICULUM: PARTICIPANT EXPERIENCES IN #RHIZO14 Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, Dave Cormier .... 26 WHAT IS IT LIKE TO LEARN AND PARTICIPATE IN RHIZOMATIC MOOCS? A COLLABORATIVE AUTOETHNOGRAPHY OF #RHIZO14 Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, Lenandlar Singh .............. 41 QUALITY MANAGEMENT OF LEARNING MANAGEMENT SYSTEMS: A USER EXPERIENCE PERSPECTIVE Panagiotis Zaharias and Christopher Pappas ............................................................. 60 FROM INSTRUCTIVISM TO CONNECTIVISM: THEORETICAL UNDERPINNINGS OF MOOCS Matt Crosslin .............................................................................................................. 84 CLOSING THE LOOP: BUILDING SYNERGY FOR LEARNING THROUGH A PROFESSIONAL DEVELOPMENT MOOC ABOUT FLIPPED TEACHING Donna Harp Ziegenfuss .............................................................................................103 WHO IS A STUDENT: COMPLETION IN COURSERA COURSES AT DUKE UNIVERSITY Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, Keith E. Whitfield .....125 APPLYING A COMMUNITY OF INQUIRY INSTRUMENT TO MEASURE STUDENT ENGAGEMENT IN LARGE ONLINE COURSES Carol A.V. Damm ......................................................................................................138 MOVING BEYOND MOOC MANIA: LESSONS FROM A FACULTY-DESIGNED MOOC Julia Parra ................................................................................................................173 PARTICIPANT EXPERIENCE OF THE FIRST MASSIVE OPEN ONLINE COURSE (MOOC) FROM PAKISTAN Syed Hani Abidi, Aamna Pasha, Syed Ali ...................................................................205 AUTHOR BIOS ...................................................................................................... 219 v FOREWORD: MOOC STUDIES WELL PAST THE YEAR OF THE MOOC Alan Girelli – CIEE Editor-In-Chief / Leslie Limon – Copy Editor, Revision Advisor As we move nearly a half-decade beyond The New York Times’ declaring 2012 the “Year of the MOOC” (Pappano, 2012), the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving competency-based models. Given CIEE’s “intentionally eclectic” mission to promote “scholarship on the disruptions teaching with technology bring to all segments of the marketplace” and to publish “critical assessments of eLearning in its many forms,” 1 upcoming issues of this journal will provide heterogeneous coverage of eLearning topics, though editorial board members welcome this opportunity to share a second collection of important MOOC research studies in this publication. The issue opens with Robin Bartoletti’s LEARNING THROUGH DESIGN: MOOC DEVELOPMENT AS A METHOD FOR EXPLORING TEACHING METHODS, a case study of the role self-reflection plays in the design process. Bartoletti describes how designers’ concerns regarding MOOC “interaction and dialogue led her design team to construct knowledge through reflection-in-action (at the moment of teaching) and reflection-on-action (action planned before or after teaching).” Ultimately, she concludes: The technology tools and pedagogical practices utilized in MOOCs vary from those used in more traditional online education. The methods of content delivery and instruction may be different as well. However, interaction in a MOOC remains the crux of the matter, just as in other delivery formats. (p. 13). Many of the authors represented in this special issue share Bartoletti’s view that evolving tools and teaching methods can empower learners but also can impose potentially unwel (...truncated)