Next Article in Journal
“How It’s Done”: The Role of Mentoring and Advice in Preparing the Next Generation of Historically Black College and University Presidents
Next Article in Special Issue
MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas
Previous Article in Journal
DICONALE: A Novel German-Spanish Onomasiological Lexicographical Model Involving Paradigmatic and Syntagmatic Information
Previous Article in Special Issue
Value and Pricing of MOOCs
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2016, 6(2), 18; doi:10.3390/educsci6020018

Creating a Community Rather Than a Course—Possibilities and Dilemmas in an MOOC

1
Department of Biological and Environmental Sciences, University of Gothenburg, Medicinaregatan 18 A, Gothenburg, 405 30, Sweden
2
Department of Education, Communication and Learning, University of Gothenburg; Läroverksgatan 15, Gothenburg, 411 20, Sweden
*
Authors to whom correspondence should be addressed.
Academic Editor: Ebba Ossiannilsson
Received: 29 March 2016 / Revised: 20 May 2016 / Accepted: 13 June 2016 / Published: 20 June 2016
(This article belongs to the Collection Massive Open Online Courses)
View Full-Text   |   Download PDF [208 KB, uploaded 20 June 2016]

Abstract

In this article, a massive open online course (MOOC) made by and for Swedish teachers will be presented and discussed in order to determine what possibilities and dilemmas are involved when creating and participating in an MOOC that is meant to be a community rather than a course. By analysing interviews of the organisers as well as blog posts and surveys answered by participants, the conclusions that can be drawn point to the ambiguity of the boundary created between participating in a community and in a course. The way one is expected to participate in the MOOC differs from how one is usually expected to participate in professional development courses. The social aspects of a community become the focus for the participants in the MOOC rather than the content that it is addressing. The skeletal structure of the MOOC inhibits the participation of those who are unaccustomed to the digital environment where it takes place. Furthermore, the division of labour between participants and organisers is affected by the notion of course and therefore becomes ambiguous and creates tensions for both organisers and participants. View Full-Text
Keywords: MOOC; participation; boundary MOOC; participation; boundary
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Karlsson, N.; Godhe, A.-L. Creating a Community Rather Than a Course—Possibilities and Dilemmas in an MOOC. Educ. Sci. 2016, 6, 18.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top