The second in a two-part series, the new issue of Current Issues in Emerging eLearning explores the evolving landscape of “MOOC theory and practice” that has emerged in the four years since the New York Times dubbed 2012 the “year of the MOOC.”
Current Issues in Emerging eLearning launched in 2014 and is an open access, peer-reviewed, online journal of applied research and critical thought on eLearning practice and emerging pedagogical methods. The journal is published by the Center for Innovation and Excellence in eLearning, and sponsored by the College of Advancing and Professional Studies at the University of Massachusetts Boston.
Apart from a foreword by editor-in-chief Alan Girelli and by Leslie Limon, the contents of this special issue include:
“Learning through Design: MOOC Development as a Method for Exploring Teaching Methods” by Robin Bartoletti
“How the Community Became More Than the Curriculum: Participant Experiences In #RHIZO14” by Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, and Dave Cormier
“What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14” by Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, and Lenandlar Singh
“Quality Management of Learning Management Systems: A User Experience Perspective” by Panagiotis Zaharias and Christopher Pappas
“From Instructivism to Connectivism: Theoretical Underpinnings of MOOCs” by Matt Crosslin
“Who is a Student: Completion in Coursera Courses at Duke University” by Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, and Keith E. Whitfield
“Moving Beyond MOOC Mania: Lessons from a Faculty-Designed MOOC” by Julia Parra
“Participant Experience of the First Massive Open Online Course (MOOC) from Pakistan” by Syed Hani Abidi, Aamna Pasha, and Syed Ali
To view the full issue, and to explore back issues of this publication, click here.
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