Metaphors for Learning and the Pedagogies of Massive Open Online Courses

• In Event: 29.074 - Online Teaching and Learning SIG Paper Session 1

Abstract

This paper reports on the development and validation of a tool for characterizing the pedagogical approaches taken in MOOCs (Massive Open Online Courses) and its use in distinguishing common pedagogical patterns found in MOOCs. The Assessing MOOC Pedagogies (AMP) tool characterizes MOOC pedagogical approaches on ten dimensions. Preliminary testing on 20 different MOOCs demonstrated >= 80% inter-reliability and the facility of the measure to distinguish differing pedagogical patterns. The patterns distinguished crossed content areas and seemed to be related to what Sfard (1998) identified as metaphors for learning; acquisition and participation approaches were found in differing MOOCs. A third, arguably important, pattern related to self-regulated learning was also distinguished.

Authors

• Karen P. Swan, University of Illinois at Springfield

• Scott L. Day, University of Illinois at Springfield

• Traci Lynn Van Prooyen, University of Illinois at Springfield

• Leonard Ray Bogle, University of Illinois at Springfield