10
views
0
recommends
+1 Recommend
0 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: not found

      Stepping Back and Stepping In: Facilitating Learner-Centered Experiences in MOOCs

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          While the hype around Massive Open Online Courses (MOOCs) has subsided in the past few years, such environments provide a rich opportunity to explore ongoing questions at the intersection of teaching, learning, and technology. This paper explores how a set of facilitation teams described enacting their learner-centered pedagogical aspirations through MOOC platforms. Drawing on in-depth interviews, we present a set of six facilitator actions: “giving up control,” “distributing facilitation,” “being live,” “amplifying,” “modeling,” and “being explicit.” We discuss these actions as emerging from the negotiation between existing pedagogical aspirations and the realities of a new medium, highlighting how they involve facilitators both stepping back (making space for and foregrounding learner expertise and perspectives) and stepping in (intervening and directing as a facilitator). This research contributes to the ongoing work of articulating the substance and specificity of teaching in learner-centered pedagogy and the persistent challenges of enacting that pedagogy in massive, online spaces.

          Highlights

          • MOOCs are a valuable context for examining questions of teaching and learning.

          • MOOCs offer both opportunities and challenges for student-centered learning.

          • Facilitators both stepped back and stepped in to support student-centered learning.

          • Facilitators negotiated the MOOC affordances in light of prior design experiences.

          Related collections

          Most cited references41

          • Record: found
          • Abstract: not found
          • Article: not found

          Professional Development and Teacher Learning: Mapping the Terrain

          H. BORKO (2004)
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges

              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006)

                Bookmark

                Author and article information

                Journal
                Comput Educ
                Comput Educ
                Computers & Education
                Elsevier Ltd.
                0360-1315
                0360-1315
                14 October 2020
                14 October 2020
                Affiliations
                [1]Harvard Graduate School of Education, 13 Appian Way, Cambridge, MA, 02138, USA
                Author notes
                []Corresponding author. ,
                Article
                S0360-1315(20)30240-2 104042
                10.1016/j.compedu.2020.104042
                7554482
                33071438
                dbd21eef-c964-4df5-a8a6-a31bf6b80e7a
                © 2020 Elsevier Ltd. All rights reserved.

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                Categories
                Article

                distance education and online learning,pedagogical issues,teaching/learning strategies,cooperative/collaborative learning,adult learning

                Comments

                Comment on this article