scholarly journals Transforming Workplace Learning: A Qualitative Inquiry into Adopting Massive Open Online Courses into Corporate Learning and Development

2021 ◽  
Vol 11 (6) ◽  
pp. 295
Author(s):  
Agnieszka Żur ◽  
Christian Friedl
Keyword(s):  
Workplace Learning ◽  
Online Courses ◽  
Early Stage ◽  
Qualitative Inquiry ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Development Programs ◽  
Learning And Development ◽  
Massive Open Online ◽  
Corporate Learning

Despite the wide acknowledgement of the knowledge-based economy, the need for life-long learning and quickly growing open online resources, Massive Open Online Courses (MOOCs) are not common means of corporate learning and development programs. The aim of this study is to identify key factors determining the adoption of MOOCs in corporate workplace learning programs. In this exploratory research, the authors employ empirical data from 36 in-depth interviews with corporate managers directly responsible for learning and development practices. Findings provide potential explanations for the mismatch between a generally positive attitude towards MOOCs and their still low adoption rate by identifying expectations towards MOOCs, as well as major reservations. We find that while corporations recognize the opportunities MOOCs can introduce into workplace learning, elevated expectations, negative first-time experiences and objective barriers inhibit MOOC adoption in corporate learning and development programs. It is among the first to expose the perspective of organizations at an early stage of adopting MOOCs. The findings provide a novel contribution to both workplace learning scholarship as well as practical recommendations which can inform HR managers’ decisions in regard to adopting digital means in workplace learning.

scholarly journals Frugal MOOCs

2017 ◽  
Vol 20 (5) ◽  
Author(s):  
Mariam Aman Shah ◽  
David Santandreu Calonge
Keyword(s):  
Online Courses ◽  
Developed Countries ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Access To Education ◽  
Massive Open Online ◽  
Expert Opinions ◽  
Growing Body ◽  
Supporting Structures ◽  
Developing And Developed Countries

There is a growing body of literature that recognizes the role Massive Open Online Courses (MOOCs) can play in improving access to education globally, and particularly to thousands of people in developing and developed countries. There is increasing concern, however, that the millions of displaced refugee learners throughout Europe, the Middle East, and other regions are still disadvantaged when it comes to engaging in learning through MOOCs. The reasons for this disadvantage range from a lack of appropriate infrastructure or other supporting structures, to a lack of contextualized content. So far, little attention has been paid to contextualized MOOC models, which may both impact policies and be adapted to the specific needs of these learners who often do not have the means to access many education opportunities. Therefore, the purpose of this paper is to propose a frugally-engineered MOOC model that addresses the barriers of access and participation for refugees. This paper engages in an exploratory research methodology, using findings from the literature and expert opinions gathered through interviews. These findings lead to the development of what the authors call a Frugal MOOC Model which can be contextualized to meet the needs of refugee learners. The paper goes on to highlight the development of the Frugal MOOC Model as the first phase of an ongoing study. It concludes with recommendations for the next phase of the study: how to implement the newly developed model.

scholarly journals openSAP: Learner Behavior and Activity in Self-Paced Enterprise MOOCs

2020 ◽  
Vol 13 (2) ◽  
pp. 30
Author(s):  
Tobias Rohloff ◽  
Florian Schwerer ◽  
Nathanael Schenk ◽  
Christoph Meinel
Keyword(s):  
Workplace Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Dropping Out ◽  
Massive Open Online ◽  
Practical Applications ◽  
Major Subject ◽  
Flexible Schedule ◽  
Research Gap ◽  
High Share

Massive Open Online Courses (MOOCs) have been a subject of research since 2012, especially in the context of professional development and workplace learning due to their flexible schedule and format, which is a prerequisite for on the job learning. But MOOCs often do not fulfill the promise of flexible learning as it is only possible to achieve a certificate during the course runtime. An unpredictable workload and thus a lack of time often results in not showing up to a course or dropping out during the course runtime. Therefore, some platform content remains accessible even after the course runtime in self-paced mode. These courses differ from live courses as participants still can access all of the content and the discussion forum in read-only mode, but are not able to take the graded assignments and exams which are a prerequisite to achieving a certificate at the end of a course. Even though it is only possible by paying a fee to earn a graded certificate for these self-paced courses, we identified a high share of additional enrollments after the course end that suggests there is still interest from participants. Nevertheless, learning behavior in self-paced courses has not been a major subject of research, yet. This work contributes to closing this research gap by exploring the learner behavior in self-paced courses. The results show tendencies of more time-efficiency and engagement of self-paced learners under certain conditions and pave the way for further research and practical applications.

scholarly journals A Digital Repository of Filmic Content as a Teaching Resource

Comunicar ◽  
2015 ◽  
Vol 22 (44) ◽  
pp. 63-71
Author(s):  
Miguel Ángel Tobías-Martínez ◽  
María do Carmo Duarte-Freitas ◽  
Avanilde Kemczinski
Keyword(s):  
Online Courses ◽  
Virtual Space ◽  
Massive Open Online Courses ◽  
Exploratory Research ◽  
Massive Open Online ◽  
Digital Repository ◽  
Face To Face ◽  
Teaching Resource ◽  
Online Spaces ◽  
Teaching Learning

The use of video as a teaching resource stimulates the construction of new knowledge. Although this resource exists in several genres and media, the experience of professionals that use this resource in class is not appreciated. Furthermore, online spaces guiding and supporting the appropriate use of this practice are unavailable. In the online learning field, a proposal has emerged for a repository of short videos aimed at instructing how to use them as a teaching resource in order to stimulate the exchange of ideas and experience (fostering and creating knowledge) in the teaching-learning process, which serves as a resource for professionals in the construction of MOOCs (Massive Open Online Courses). A three-stage architecture is methodologically proposed: identification/recognition, dissemination and collaboration in the use of videos as a teaching resource supported by an extensive exploratory research, based on existing educational technologies and technological trends for higher education. And this leads to the creation of a repository of Informational Content Recovery in Videos (RECIF), a virtual space for the exchange of experience through videos. We conclude that through methodologies that facilitate the development of innovative processes and products, it is possible to create spaces for virtual or face-to-face motivational classes (MOOCs) thereby completing an interactive and collaborative learning toward stimulation of creativity and dynamism. El uso de vídeos como recurso didáctico estimula la construcción de nuevo conocimiento. A pesar de la existencia de este recurso en diversos géneros y medios, no se valora la experiencia de los profesionales que lo aprovechan en clase y además no se cuenta con espacios online que orienten y apoyen el uso apropiado de esta práctica. En el ámbito del aprendizaje online, surge la propuesta de un repositorio de vídeos de corta duración, con el objetivo de orientar acerca de su uso como recurso didáctico, a fin de incentivar un intercambio de ideas y experiencias (fomentar y crear conocimiento), en el proceso enseñanza-aprendizaje, sirviendo esto como recurso para profesionales en la construcción de los MOOC (Massive Open Online Courses). Metodológicamente se propone una arquitectura en tres etapas: identificación/reconocimiento, diseminación y colaboración, para el uso de vídeos como recurso didáctico, sustentándose en una extensa investigación exploratoria, basándose en las tecnologías educativas existentes y tendencias tecnológicas para la educación superior. El resultado es la creación de un repositorio de Recuperación de Contenido de Información en Vídeos (RECIF), un espacio virtual de intercambio de experiencias por medio de vídeos. Se concluye que por medio de metodologías que faciliten el desarrollo de procesos y productos innovadores, se pueden crear espacios de clases motivadoras, virtuales o presenciales, que completen un aprendizaje interactivo y colaborativo, estimulando la creatividad y el dinamismo.

Education and the Relation to the Outside: A Little Real Reality

2015 ◽  
Vol 9 (3) ◽  
pp. 273-300 ◽  
Author(s):  
David Savat ◽  
Greg Thompson
Keyword(s):  
Performance Metrics ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Educational Institutions ◽  
Special Issue ◽  
Massive Open Online ◽  
Transformative Teaching ◽  
Control Society ◽  
Brave New World ◽  
Radical Transformation

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself.

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

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 the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Massive Open Online Courses: Potential Implications for Advancing the Field of Family Science

2016 ◽  
Vol 21 (3) ◽  
Author(s):  
Karen Doneker ◽  
Bethany Willis Hepp ◽  
Debra Berke ◽  
Barbara Settles
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Family Science
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