The [un]democtratising potential of MOOCs

Our book, Reconceptualising Learning in the Digital Age: the [un]democtratising potential of MOOCs, is available from Springer, published in 2018 by Dr Nina Hood and me – see https://www.springer.com/gp/book/9789811088926  Our aim in writing this book was to offer a fresh perspective on Massive Open Online Courses(MOOCs)  and to draw parallels with development in open, online education generally.…

Motivations Matter, Context Counts: Learning in MOOCs

  Massive open online courses (MOOCs) require individual learners to be able to self-regulate their learning, determining when and how they engage. However, MOOCs attract a diverse range of learners, each with different motivations and prior experience. We carried out a number of  studies investigating self-regulated learning in MOOCs. One study (Littlejohn et al, 2015) was an empirical investigation of…

Managing time in a MOOC

Recently I have been thinking about how learners manage their time in MOOCs. This thinking was sparked by discussions with Carolyn Rose, Carnegie Mellon University, who has carried out some fascinating computational discourse analysis in  Massive Open Online Courses.  At face value its clear that better time management will lead to improved outcomes for learning. There has been a…