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What is Connectivist MOOC

Handbook of Research on Writing and Composing in the Age of MOOCs
In contrast with a modern MOOC, an online classroom model based on student-driven dialogue where participation and reflection are the intended outcomes.
Published in Chapter:
Hacking the Lecture: Transgressive Praxis and Presence Using Online Video
Stephanie Odom (University of Texas at Tyler, USA) and Leslie Lindsey (University of Texas at Tyler, USA)
Copyright: © 2017 |Pages: 17
DOI: 10.4018/978-1-5225-1718-4.ch020
This case study will detail the experience of one composition instructor and her efforts to adapt a collaborative, student-centered freshman composition course to the online environment using a lecture video-focused course delivery. Lectures can be understood as “content lectures” or “presence lectures,” which are recorded lectures meant to model writing skills or communicate concern and support, rather than delivering information to be recalled on an exam. Effective composition pedagogy, because it is often more emotionally labor intensive than lecture-based pedagogy, can be compromised if online writing classes are only conducted textually. Auditory and visual communication creates richer social presence than text-only interactions, but it also introduces logistical challenges of creating an authentic digital space and ensuring the materials are accessible to all learners. To overcome these obstacles while still giving students a feel of the instructor's social presence, pre-recording short presence lectures can be a useful compromise as writing instructors explore the potential of online learning.
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