An Examination of XMOOCs: An Embedded Single Case Study Based on Conole’s 12 Dimensions

Year 2017, Volume: 18 Issue: 4, 52 - 65, 01.10.2017

Serpil Kocdar M. Recep Okur Aras Bozkurt

https://doi.org/10.17718/tojde.340381

Cited By: 4

Abstract

This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole’s 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to collect data. The researchers participated in three xMOOCs and took into consideration the characteristics of these MOOCs by rating them as low, medium or high in terms of Conole’s 12 dimensions. Inter-rater reliability was 92 percent. The study showed that the openness, massiveness, diversity, use of multimedia, communication among learners, learning pathway and amount of reflection dimensions were high. The communication with instructors, degree of collaboration and autonomy dimensions were medium, and the quality assurance, certification, and formal learning dimensions were low. After explaining characteristics of xMOOCs from the perspective of open learning, the study highlighted that xMOOCs dramatically differ with regard to the implementation of the freemium business model to education and course delivery methods. It was concluded that MOOCs are not a new form of learning, but a new form of organizing learning similar to the open university movement, but which promises more flexibility and access than open universities.

Keywords

MOOCs, massive open online courses, open universities, open and distance learning, lifelong learning

References

• Adams, C., Yin, Y., Vargas Madriz, L. F., & Mullen, C. S. (2014). A phenomenology of learning large: The tutorial sphere of xMOOC video lectures. Distance Education, 35(2), 202-216. Aydin, C. H. (2013). MOOCs: Are they really new? MOOCs vs open universities. Paper presented at the AECT Conference, Anaheim, CA. Balfour, S. P. (2013). Assessing writing in MOOCS: Automated essay scoring and Calibrated Peer Review. Research & Practice in Assessment, 8(1), 40-48. Barrett, J. R. (2007). The researcher as instrument: Learning to conduct qualitative research through analyzing and interpreting a choral rehearsal. Music Education Research, 9(3), 417-433. 63 Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs? Retrieved from http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/ Bates, T. (2014). MOOCs: Getting to know you better. Distance Education, 35(2), 145-148. Bozkurt, A. & Bozkaya, M. (2015). Evaluation criteria for interactive e-books for open and distance learning. International Review of Research in Open and Distributed Learning, 16(4), 58-82. Bozkurt, A. (2013). Heuristic yaklaşım: Kesfetme, deneyim, aciklama ve oz-yansitima dayali bilimsel arastirma sureci. [Heuristic Approach: A scientific process that is based on exploration, experience, explanation, and self-reflection]. 22. Ulusal Egitim Bilimleri Kongresi (s.22), 5-7 Eylul 2013, Eskisehir Osmangazi Universitesi, Eskisehir. Bozkurt, A., Akgun-Ozbek, E., & Zawacki-Richter, O. (2017). Trends and patterns in Massive Open Online Courses: Review and content analysis of research on MOOCs (2008-2015). International Review of Research in Open and Distributed Learning, 18(5), 118-147. Bozkurt, A., Ozdamar Keskin, N., & de Waard, I. (2016). Research trends in Massive Open Online Course (MOOC) theses and dissertations: Surfing the tsunami wave. Open Praxis, 8(3), 203-221. Conole, G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1-17. Conole, G. (2014). A new classification schema for MOOCs. INNOQUAL, 2(3). Conole, G. (2015). Designing effective MOOCs. Educational Media International, 52(4), 239-252. Coughlan, S. (2013). Harvard plans to boldly go with ‘Spocs’. BBC Business News. Retrieved from http://www.bbc.com/news/business-24166247 Coursera. (2017). Courses. Retrieved from https://about.coursera.org/ Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3, 1-25. Daniel, J. (2013, June). MOOCs: What lies beyond the trough of disillusionment? In LINC 2013 Conference at MIT, Boston, USA. Djuraskovic, I., & Arthur, N. (2010). Heuristic inquiry: A personal journey of acculturation and identity reconstruction. Qualitative Report, 15(6), 1569-1593. Douglass, B. G., & Moustakas, C. (1985). Heuristic inquiry: The internal search to know. Journal of Humanistic Psychology, 25(3), 39-55. Ebben, M., & Murphy, J. S. (2014). Unpacking MOOC scholarly discourse: A review of nascent MOOC scholarship. Learning, Media and Technology, 39(3), 328-345. Fischer, G. (2014). Beyond hype and underestimation: identifying research challenges for the future of MOOCs. Distance Education, 35(2), 149-158. Freemium.org. (2014). Freemium 101: A brief introduction to the freemium business model. Retrieved from http://www.freemium.org/wp-content/ebook-101.pdf Gaebel, M. (2014). MOOCs Massive Open Online Courses-An update of EUA’s first paper (January 2013). EUA occasional papers: European University Association. Retrieved from http://www.eua.be/Libraries/publication/MOOCs_Update_January_ 2014.pdf?sfvrsn=2 Grainger, B. (2013). Introduction to MOOCs: avalanche, illusion or augmentation? Moscow: UNESCO Institute for Information Technologies in Education. Retrieved from http://unesdoc.unesco.org/images/0022/002238/223896e.pdf 64 Guba, E. G., & Lincoln, Y. S. (1981). The evaluator as instrument. The evaluator as instrument. In Egon Guba & Yvonna S. Lincoln (Eds.), Effective evaluation (pp.128-152). San Francisco, CA: Jossey-Bass. Hagan, F. E. (1993). Research methods in criminal justice and criminology. New York: Macmillan. Haggard, S., Brown, S., Mills, R., Tait, A., Warburton, S., Lawton, W., & Angulo, T. (2013). The maturing of the MOOC: Literature review of massive open online courses and other forms of online distance learning. London: Department for Business, Innovation and Skills. Hiles, D. (2001). Heuristic inquiry and transpersonal research. Paper presented to CCPE, October 2001, London. Hollands, F. M., & Tirthali, D. (2014). MOOCs: Expectations and reality. New York: Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Retrieved from http://cbcse.org/wordpress/wp-content/uploads/ 2014/05/MOOCs_Expectations_and_Reality.pdf Jona, K., & Naidu, S. (2014). MOOCs: Emerging research. Distance Education, 35(2), 141-144. Jordan, K. (2013). Synthesising MOOC completion rates. Retrieved from http://moocmoocher.wordpress.com/2013/02/13/synthesising-mooc-completion-rates Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. International Review of Research in Open and Distance Learning, 15(1), 133-160. Kelly, A. P. (2014). Disruptor, distracter, or what? A policymaker’s guide to massive open online courses (MOOCS). Bellwether Education Partners. Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses. EDUCAUSE review, 2, 62–63. LaBossiere, M. (2014). Monetizing MOOCs. Retrieved from http://www.creativitypost.com/education/monetizing_moocs Levy, D. (2011). Lessons learned from participating in a connectivist massive online open course (MOOC). Paper presented at the Emerging Technologies for Online Learning Symposium, San Jose, CA. Retrieved from http://shoham.openu.ac.il/chais2011/download/f-levyd-94_eng.pdf Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. International Review of Research in Open and Distance Learning, 14(3), 202-227. McAuley, A., Stewart, B., Siemens, G., & Cormier, D. (2010). The MOOC model for digital practice. Retrieved from http://www.elearnspace.org/Articles/MOOC_Final.pdf Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, California: SAGE. Miyazoe, T., & Anderson, T. (2013). Interaction equivalency in an OER, MOOCS and informal learning era. Journal of Interactive Media in Education, 2, 1-15. Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Canada: Wadsworth. Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. New York: Cengage. 65 Nath, A., & Agarwal, S. (2014). Massive Open Online Courses (MOOCs)–A comprehensive study and its application to green computing in higher education institution. International Journal, 2(2), 7-14. New York: Center for Benefit-Cost Studies of Education, Teachers College, Columbia University. Ng, A., & Widom, J. (2014). Origins of the modern MOOC (xMOOC). In F. M. Hollands & D. Tirthali (Eds.). MOOCs: Expectations and reality (pp. 34-47) . OUUK. (2014). The Open University’s mission. Retrieved from http://www.open.ac.uk/about/main/mission Ozkul, A. E. (2014). Changing educational landscape and open and distance teaching institutions. Paper presented at the ABED Conference, Curitiba, Brazil. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. Read, T., & Rodrigo, C. (2014). Toward a quality model for UNED MOOCs. eLearning Papers, 37, 43-50. Retrieved from http://openeducationeuropa.eu/en/article/Toward-a-Quality-Model-for-UNED-MOOCs?paper=136477 Sandeen, C. (2013). Assessment’s place in the new MOOC world. Research & Practice in Assessment, 8(1), 5-12. Schneller, C., & Holmberg, C. (2014). Distance education in European higher education-the offer. UNESCO Institute for Lifelong Learning, International Council for Open and Distance Education and StudyPortals B.V: Oslo. Retrieved from https://idealprojectblog.files.wordpress.com/2013/11/ideal_report_final.pdf Schreiber, J. B. & Asner-Self, K. (2011). Educational research: The interrelationship of questions, sampling, design, and analysis. Hoboken, NJ: Wiley & Sons. Seufert, E. B. (2014). Freemium economics: Leveraging analytics and user segmentation to drive revenue. Waltham, MA : Morgan Kaufmann. Shmilovici, U. (2011). The complete guide to freemium business models. Retrieved from http://techcrunch.com/2011/09/04/complete-guide-freemium/ Siemens, G. (2012). Designing, developing and running (massive) open online courses. Retrieved from http://www.slideshare.net/gsiemens/designing-and-running-a-mooc Voss, B. D. (2013). Massive open online courses (MOOCs): A primer for university and college board members. Retrieved from http://agb.org/sites/agb.org /files/report_2013_MOOCs.pdf Yin, R. K. (1994). Case Study Research: Design and methods (2nd ed.). Beverly Hills, CA: SAGE Publications. Yousef, A.M.F., Chatti, M.A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distributed Learning, 16(2), 69-93. Yuan, L., & Powell, S. (2013). MOOCs and disruptive innovation: Implications for higher education. Retrieved from http://www.openeducationeuropa.eu/en/article/MOOCs-and-disruptive-innovation%3A-Implications-for-higher-education