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What is cMOOC

Handbook of Research on Education and Technology in a Changing Society
A loosely organized online community of learners focused on a shared interest in a content area, using various social media and personal interaction to both learn from and share with the participants’ collective knowledge.
Published in Chapter:
Massive Open Online Courses: An Educational Revolution
Albert C. Jurenas (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-6046-5.ch002
With the creation of online courses, colleges and universities created flexibility for students virtually impossible a few years earlier. No longer would a sizeable percentage of students be prevented from taking courses at their institution because of a conflict with a varying and sometimes arbitrary schedule of classes taught at a specific time in a specific place. Now students could avail themselves of learning opportunities at a time and place of their own choosing. Despite this increased freedom, students were still bound by entrance requirements, prerequisites, and institutional affiliations. With the creation of Massive Open Online Courses (MOOCs) in the first decade of the 21st century, many, if not most, of these restrictions disappeared. Now post-secondary coursework is available free to virtually anyone who wants to enroll, with age, finances status, institutional affiliation, experience, and geography ceasing to be barriers. This chapter reviews the history of distance education, discusses the emergence and characteristics of MOOCs, and identifies some of the more pressing challenges such courses pose to students, faculties, and institutions themselves.
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More Results
A (Critical) Distance: Contingent Labor, MOOCs, and Teaching Online
Based on theories of “connectivism”; the format of the first MOOC created by Downes.
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MOOCs for Enhancing Engineering Education
In a cMOOC, learners are encouraged to contribute actively, using digital platforms and technologies.
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Principled/Digital: Composition's “Ethics of Attunement” and the Writing MOOC
Massive open online course built around the idea of connectivity among a group of peer-learners. Knowledge creation/distribution is decentralized, with each participant acting as both teacher and student.
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A Typology of MOOCS
The “c” in cMOOC stands for connectivism. As Haber (2013) describes it, “in a cMOOC environment the participants in the course act as both teachers and students, sharing information and engaging in a joint teaching and learning experience through intense interaction facilitated by technology.” The cMOOC is not a central repository of knowledge, but a primary conduit that connects a diverse network of learners.
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The Structural and Dialogic Aspects of Language Massive Open Online Courses (LMOOCs): A Case Study
Connectivist MOOC (based on connectivist principles) does not run on a single website and allows its participants to meet elsewhere and self-organize.
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MOOCs in the Global Context
Refers to a connective MOOC which is supposed to enable students to develop learner webs through social and mechanical networking. The MOOC exponents claim that students mutually develop these conceptual and technical skills on their own in cMOOC environment. The educational foundation for cMOOCs comes from Ivan Illich’s philosophy in Deschooling Society (1971) which views institutions as inadequate for distributing universal education and asks for self-directed learning through social webs.
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A Multi-Criteria Decision Making Approach for Evaluation of MOOCs Platforms
A cMOOC emphasizes the connectivist philosophy. It is a social platform for collaboratively sharing and building knowledge within a community of people.
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Getting “Girly” Online: The Case for Gendering Online Spaces
The “c” in cMOOC signifies “connectivist” and such digital spaces support a group of co-learners creating meaning together rather than being lead by a teacher or centralized leader.
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Full Text Chapter Download: US $37.50 Add to Cart
Full Text Chapter Download: US $37.50 Add to Cart
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