Virtually unlimited classrooms: Pedagogical practices in massive open online courses

Brit Toven-Lindsey, Robert A. Rhoads, Jennifer Berdan Lozano, Internet, Higher Education, Mar 24, 2015
Commentary by Stephen Downes

There are days I wish I had focused more on making gRSShopper a commercial product. Then it would be more widely used and would be included in studies like this which look at the pedagogies employed by different MOOC platforms. It would probably have changed the conclusion, which (like so many other studies) reads "given
the tendency for the pedagogical strategies of MOOC instructors to be tied to objectivist views of knowledge [and] relying primarily on one-directional relationships between instructor-based knowledge and students as recipients, as both constructivist theories and critical pedagogy highlight, is hardly conducive to the transformative forms of engaged learning seen as most valuable to encouraging both active learning and active democratic citizenship." Good paper, though. Via Grainne Conole, Facebook.

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