Bibliothek

@article{Jordan2022,

title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},

author = {Katy Jordan and Fereshte Goshtasbpour},

url = {https://doi.org/10.5334/jime.757},

doi = {10.5334/jime.757},

issn = {1365-893X},

year  = {2022},

date = {2022-05-25},

journal = {Journal of Interactive Media in Education},

volume = {2022},

issue = {1},

abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},

keywords = {A, massive open online course (MOOC), massive open online courses (MOOCs), open education},

pubstate = {published},

tppubtype = {article}

}

@article{Otto2019,

title = {Can MOOCs empower people to critically think about climate change? A learning outcome based comparison of two MOOCs},

author = {Daniel Otto and Sandra Caeiro and Paula Nicolau and Antje Disterheft and António Teixeira and Sara Becker and Alexander Bollmann and Kirsten Sander},

url = {https://doi.org/10.1016/j.jclepro.2019.02.190},

doi = {10.1016/j.jclepro.2019.02.190},

issn = {0959-6526},

year  = {2019},

date = {2019-06-10},

urldate = {2019-06-27},

journal = {Journal of Cleaner Production},

volume = {222},

pages = {12–21},

publisher = {Elsevier},

abstract = {Climate change can be regarded as one of the key topics of sustainable development where public awareness and education are crucial. In the field of education, Massive Online Open Courses (MOOCs) have raised remarkable attention throughout the last decade as their initial objective is to provide massive open online education for everyone. This article aims to explore the impact of MOOCs on learning about climate change. This is necessary in order to evaluate whether MOOCs can make a substantial contribution to lifelong learning about sustainable development for a wider audience. We therefore present findings from self-assessment questionnaires of participants from two climate change MOOCs provided by two-distance learning universities in Germany and Portugal. Both MOOCs aimed at imparting to the participants the competencies to better understand the topic of climate change. The objective of the survey was a competency-based evaluation to review which learning outcomes have been achieved. The results indicate that taking part in either of the MOOCs increased the participants’ competencies to critically engage in the climate change debate. MOOCs are able to convey certain learning outcomes to the students and thus can contribute to climate change literacy. For further research, we recommend a more differentiated view on MOOCs and the learning opportunities for participants. Options for potential improvement are to think of better ways of how to integrate MOOCs into climate change education or to consider possibilities to increase the attractiveness of MOOCs for instance by using innovative formats to overcome the barriers between formal and informal learning.},

keywords = {Climate change education, climate literacy, distance learning, massive open online courses (MOOCs), O, open education, sustainability},

pubstate = {published},

tppubtype = {article}

}