cMOOCs and Global Learning: An Authentic Alternative
Journal of Asynchronous Learning Networks Volume 17, Number 2, ISSN 1939-5256
Massive open online courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations, and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC because it is based on the theory of connectivism and fits the definition of an open educational resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate how a cMOOC can facilitate intercultural connections are shared. We end with reflections, lessons learned, and recommendations.
Yeager, C., Hurley-Dasgupta, B. & Bliss, C.A. (2013). cMOOCs and Global Learning: An Authentic Alternative. Journal of Asynchronous Learning Networks, 17(2), 133-147.
Cited ByView References & Citations Map
Nathaniel Ostashewski & Jon Dron, Athabasca University, Canada; Jennifer Howell, Curtin University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 833–845
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