Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course

Cross, Simon; Whitelock, Denise
June 2017
Interactive Learning Environments;Jun2017, Vol. 25 Issue 4, p439
Academic Journal
The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This paper presents a case study from a postgraduate-taught course at the Open University, UK, where a MOOC performed the dual role of a core teaching vehicle for fee-paying students and also as a “free-to-join” course for open learners. An analysis of survey data revealed differences between the two groups in respect to prior experience, knowledge, expectations and planned time commitment. The nature and experience of interaction was also examined. Fee-paying student feedback revealed four conditions in which MOOCs could be considered a pedagogic option for taught-course designers. These are: when there is a subject need; when used to achieve learning outcomes; when there is acknowledgement or compensation for the financial disparity; and when issues of transition and interaction are supported.


Related Articles

  • Thumbs Up, Ekalavya! Jain, Geetika Pathania // India Currents;Jul2015, Vol. 29 Issue 4, p1 

    In this article, the author discusses college education for immigrants and highlights problem of expensive college tuition and mentions that free prep classes and massive open online course (MOOC) for students can help them in gaining higher education.

  • Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study. Brita-Paja, J. L.; Gregorio, C.; Llana, L.; Pareja, C.; Riesco, A. // Interactive Learning Environments;Feb2019, Vol. 27 Issue 1, p15 

    During the last years online education, in particular Massive Open Online Courses (MOOCs), has contributed to spread and popularize educational methodologies such as peer-review, automatic assessment, self-paced courses, self-evaluation, etc. Although these techniques can benefit face-to-face...

  • Participants' Perceptions of Learning and Networking in Connectivist MOOCs. Saadatmand, Mohsen; Kumpulainen, Kristiina // Journal of Online Learning & Teaching;Mar2014, Vol. 10 Issue 1, p16 

    Massive open online courses (MOOCs) are growing exponentially in higher education. They have attracted the attention of higher education institutions, course designers, and policy makers. They challenge the mainstream of higher education and provide global learning opportunities to a huge number...

  • WHO TAKES MOOCs? ALCORN, BRANDON; CHRISTENSEN, GAYLE; EMANUEL, EZEKIEL J. // New Republic;12/30/2013-1/6/2014, Vol. 245 Issue 1, p12 

    Several charts and graphs are presented with data on massive open online courses (MOOCs) as of 2013, including the age of American MOOC students, the share of MOOCs taken by academic discipline, and the share of MOOC students who already have college degrees in the U.S. and in various categories...

  • Seeking New Directions: Be Part of a Bold NEJHE Series Exploring Models that Will Change Higher Ed Forever. Harney, John O. // New England Journal of Higher Education;7/17/2013, p19 

    The article discusses developments in higher education in New England. It encourages readers to be part of the periodical's feature article "New Directions for Higher Education" by sharing their views with author Philip DiSalvio. The New England Board of Higher Education's University Unbound...

  • Participants' perceptions of a MOOC. Murray, Jo-Anne // Insights: the UKSG journal;Jul2014, Vol. 27 Issue 2, p154 

    There is currently limited information available on participants' perceptions of massive open online courses (MOOCs). This article presents the findings of a study at the University of Edinburgh examining the perceptions of a group of participants registered on a MOOC in equine nutrition, which...

  • Credentialing MOOCs: A Case Study. Brozina, Cory; Knight, David B. // Proceedings of the ASEE Annual Conference & Exposition;2014, p1 

    Massive Open Online Courses, or MOOCs, are pushing the boundaries of how education is taught, learned, and administered. This form on online education allows for generally free enrollment and participation by anyone in the world. Developed and offered by colleges and universities, these courses...

  • A Middle Path. Lindsay, Thomas // Academic Questions;Sep2014, Vol. 27 Issue 3, p320 

    The article presents the author's views regarding the adoption of massive open online courses (MOOCs) by higher education students in the U.S. He explores the limitations and opportunities of MOOCs to students who want to attain intellectual liberty and the possible burden that they could cause...

  • India Loves MOOCs. Anders, George // MIT Technology Review;Sep/Oct2015, Vol. 118 Issue 5, p84 

    The article looks the growing use of online education in India, reporting that many Indian college students and recent graduates are taking massive open online courses (MOOCs) in order to gain technical knowledge that can improve their job prospects. Topics include the value of credentials from...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics