Analysis of MOOCs practices from the perspective of learner experiences and quality culture |
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| Authors: | Ebba Ossiannilsson Fahriye Altinay Zehra Altinay |
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| Affiliation: | 1. The Swedish Association for Distance Education, Lund University, Lund, SwedenEbba.Ossiannilsson@gmail.com;3. Faculty of Education, Computer Education and Instructional Technology Department, Near East University, Nicosia, Cyprus |
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| Abstract: | This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses. |
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| Keywords: | choice-based learning connectivism learner experiences MOOCs personalization quality culture |
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