Innovative Technologies and Learning in a Massive Open Online Course

Abstract

The research reported on in this paper presents exciting possibilities to explore how innovative technologies are used to facilitate learning in a Massive(ly) Open Online Course (MOOC). The paper shows how opportunities with regard to e.g. e-books and technologies enhanced learning are being used in ever-changing educational environments, towards the future of open access to education and learning, specifically in an Open and Distance e-Learning (ODeL) environment. The significance of the paper lies in presenting original work contributing to debate in the fields of ODeL and higher education, closing research gaps relevant to innovative technologies and learning, with potentially useful content for the audience, particularly facilitators, including examples of practice regarding massive participation. Although established constructivist or instructionist approaches are usually adopted in pedagogies for innovative technologies, questions are also asked, making the underlying assumptions and theory informing the paper evident. A diversity of research methods implemented regarding MOOCs included data and learning analytics, case studies utilizing user statistics and survey data to examine students’ experiences, and investigating models of co-located MOOC study groups, using quasi-experimental comparisons. Discussion and analysis of results in the environment of MOOCs discover lessons learned from the affordances and acceptance of established and innovative technologies and learning for retention and success. Conclusions propose implications regarding MOOCs, including approaches to in pedagogies for innovative technologies. MOOCs’ success depends on how well challenges to the future of MOOCs, regarding models towards the scholarship of teaching and learning applied to large cohorts, are managed.