Advertisement

More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond

  • Martin EbnerEmail author
  • Sandra Schön
  • Clarissa Braun
Chapter
Part of the Bridging Human and Machine: Future Education with Intelligence book series (BHMFEI)

Abstract

Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.

Keywords

MOOC Inverse blended learning Online learning Curriculum Flipped classroom 

Notes

Glossary of Terms

MOOC

massive open online course: a course of study offered over the Internet which is free and has a very large number of participants.

Inverse Blended Learning (IBL)

Instead of enhanced face-to-face education with online events, as in Blended Learning, IBL enriches online course with face-to-face meetings by offering additional offline learning events on a regular basis.

Flipped Classroom

is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom.

OER

Open Educational Resources are teaching, learning and research materials in any medium—digital or otherwise—that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

Pocket Code

is learning tool for kids and teens aged from 10 to 17 to playfully discover how programming works. They can for example program their first own games interactive music videos, animations or other apps.

References

  1. Carson, S., & Schmidt, J. (2012). The massive open online professor academic matter. Journal of higher education. Retrieved from http://www.academicmatters.ca/2012/05/the-massive-open-online-professor/.
  2. Ebner, M., Lorenz, A., Lackner, E., Kopp, M., Kumar, S., Schön, S., & Wittke, A. (2016). How OER enhance MOOCs—A Perspective from German-speaking Europe. In: M. Jemni, M. K. Khribi (Eds.), Open education: from OERs to MOOCs. Lecture Notes in Educational Technology (pp. 205–220). Springer.Google Scholar
  3. Ebner, M., Kopp, M., Freisleben-Deutscher, C., Gröblinger, O., Rieck, K., Schön, S., et al. (2016b). Recommendations for OER integration in Austrian Higher Education. Conference Proceedings: The Online, Open and Flexible Higher Education Conference, EADTU, 2016, 34–44.Google Scholar
  4. Ebner, M., Khalil, M., Schön, S., Gütl, C., Aschemann, B., Frei, W., & Röthler, D. (2017, November). How inverse blended learning can turn up learning with MOOCs? In: Proceedings of the international conference MOOC-MAKER 2017 (pp. 21–30). Antigua Guatemala, Guatemala.Google Scholar
  5. Fred G. M. (2012, August) Will massive open online courses change how we teach? Communications of the ACM, 55(8), 26–28. http://dx.doi.org/10.1145/2240236.2240246.
  6. Gänsluckner, M., Ebner, M., & Kamrat, I. (2017). 360 Degree Videos within a climbing MOOC. In D. G. Sampson, J. Spector, D. Ifenthaler, P. Isaías (Eds.), 14th international conference on cognition and exploratory learning in digital Age (CELDA 2017) (pp. 43–50). IADIS Press. ISBN: 978-989-8533-68-5.Google Scholar
  7. Grandl, M., Ebner, M., Slany, W., & Janisch, S. (2018). It’s in your pocket: A MOOC about programming for kids and the role of OER in teaching and learning contexts. In Conference proceeding open educational global conference (p. 14). Delft, Netherlands.Google Scholar
  8. Jordan, K. (2013). MOOC completion rates: The data. Retrieved August 2017. Retrieved from http://www.katyjordan.com/MOOCproject.html/.
  9. Khalil, M,. & Ebner M. (2016a, June). When learning analytics meets MOOCs—a review on iMooX case studies. In G. Fahrnberger, G. Eichler & C. Erfurth (Eds.), Innovations for community services: 16th International conference, I4CS 2016, Vienna, Austria, June 27–29 2016, Revised Selected Papers (pp. 3–19). Cham: Springer International Publishing.Google Scholar
  10. Khalil, H. & Ebner, M. (2014). MOOCs completion rates and possible methods to improve retention—a literature review. In Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2014 (pp. 1236–1244). Chesapeake, VA: AACE.Google Scholar
  11. Khalil, M., & Ebner, M. (2016b) clustering patterns of engagement in massive open online courses (MOOCs): The use of learning analytics to reveal student categories. Journal of Computing in Higher Education, 1–19. http://dx.doi.org/10.1007/s12528-016-9126-9.
  12. Kopp, M., & Ebner, M. (2015). iMooX—Publikationen rund um das Pionierprojekt. Weinitzen: Verlag Mayer.Google Scholar
  13. Kopp, M., & Ebner, M. (2017). La certificación de los MOOC. Ventajas, desafíos y experiencias prácticas. Revista española de pedagogía. 75(266), 83–100. ISSN 0034-9461.Google Scholar
  14. Leitner, P., Khalil, M. & Ebner, M. (2017). Learning analytics in higher education—a literature review. In A. Peña-Ayala (Ed.), Learning analytics: fundaments, applications, and trends (pp. 1–23). Springer International Publishing.  https://doi.org/10.1007/978-3-319-52977-6_1.
  15. Li, Y., Zhang, M., Bonk, C. J., & Guo, Y. (2015). Integrating MOOC and flipped classroom practice in a traditional undergraduate course: Students’ experience and perceptions. International Journal of Emerging Technologies in Learning, 6(6).Google Scholar
  16. McAuley, A., Stewart, B., & Siemens, G. (2010). Massive open online courses digital ways of knowing and learning, The MOOC model for digital practice. Retrieved from https://oerknowledgecloud.org/sites/oerknowledgecloud.org/files/MOOC_Final.pdf.
  17. Neuböck, K., Kopp, M., & Ebner, M. (2015). What do we know about typical MOOC participants? First insights from the field. In M. Lebrun, I. de Waard, M. Ebner, M. Gaebel (Eds.), Proceedings of eMOOCs 2015 conference (pp. 183–190). Belgium: Mons.Google Scholar
  18. Pappano, L. (2012). Massive open online courses are multiplying at a rapid pace. The New York Times. Retrieved from https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html.
  19. Perry, M. (2010). Online, bigger classes may be better classes. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com/article/Open-Teaching-When-the/124170.

Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Department Educational TechnologyGraz University of TechnologyGrazAustria
  2. 2.Salzburg Research ForschungsgesellschaftSalzburgAustria

Personalised recommendations