Engagement or alienation? Reflections on MOOC design, facilitator role, and context

  • Lau T
N/ACitations
Citations of this article
12Readers
Mendeley users who have this article in their library.

Abstract

Preview: In this piece, I reflect on my experiences as a participant in different types of MOOCs. In doing so, I consider how factors such as MOOC design, structure, delivery; facilitator role; and the context (background, culture, expectations, motivations and interests) of the individual and other participants impact the MOOC experience. The largest and most well known MOOCs don't always result in the most personally engaging or inspiring experiences. However, even smaller MOOCs that focus on building a community of active and inspired learners need to be mindful of supporting a diverse range of voices. Learning experiences—and the benefit we gain from them—are always significantly influenced by our own context: the background, motivations, expectations, and interests we bring to the experience. I am an Australian of Chinese heritage, but a native English speaker from a Western country (Australia). As an elearning designer working in a corporate / organisational learning context, I am comfortable with open online experiences, literate in technology, and fairly savvy with the use of multimedia and social platforms. In this sense, when I participate in MOOCs that are taught largely by academics from European and North American universities, I am an " insider " in various ways. Against this backdrop, what I have found from participating to various degrees in different types of MOOCs, is that the most personally engaging experiences don't always come from the " best " MOOCs taught by " star " professors at the most prestigious universities in the world. These courses are often hosted on well-known, mainstream MOOC platforms delivered according to prescribed, standardised instructional design

Cite

CITATION STYLE

APA

Lau, T. (2014). Engagement or alienation? Reflections on MOOC design, facilitator role, and context. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3), 236–240.

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free