Connectivist Massive Open Online Courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills motivations and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analysed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognised – Active Participation, Passive Participation, and Lurking. In addition, a number of key factors that mediated engagement were identified, including, confidence, prior experience, and motivation.
|Number of pages||11|
|Journal||Journal of Online Learning and Teaching|
|Publication status||Published - Sep 2013|
- education research