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Learning from MOOCs: a qualitative case study from the learners’ perspectives

Title
Learning from MOOCs: a qualitative case study from the learners’ perspectives
Authors
Park Y.Jung I.Reeves T.C.
Ewha Authors
박연정
SCOPUS Author ID
박연정scopus
Issue Date
2015
Journal Title
Educational Media International
ISSN
0952-3987JCR Link
Citation
vol. 52, no. 2, pp. 72 - 87
Keywords
autoethnographylearning experiencesmassive open online course (MOOC)model of MOOC learning
Publisher
Routledge
Indexed
SCOPUS scopus
Abstract
This study describes the massive open online course (MOOC) experiences of three educational technology scholars assuming the roles of learners. Adapting Carroll’s model of school learning as a theoretical framework, the study employed an autoethnography method to collect empirical data in three different MOOCs. Data analysis from regularly recorded journals revealed commonalities and differences in learner experiences. Based on the results, a refined version of Carroll’s model was produced to provide a foundation for future research and development into MOOCs. © 2015 International Council for Educational Media.
DOI
10.1080/09523987.2015.1053286
Appears in Collections:
연구기관 > 교육과학연구소 > Journal papers
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