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Extending the MOOCversity
A Multi-layered and Diversified Lens for MOOC Research
Tanja Jadin and Martina Gaisch
son, 2005), shifts previously relatively static boundaries
and bubbles and as such challenges the notion of space
altogether.
Reflection and Discussion
Despite the huge number of MOOC providers, it seems
to us that most countries fall back on the xMOOC or
cMOOC concept from America.
In line with the above mentioned arguments we feel
that an additional form of MOOCs, namely eMOOCs,
generate added value to the MOOCversity in general,
and the European landscape in particular. By adding culture-sensitive
factors and focusing on a trialogical learning
approach, we seek to bring together ethnical, professional
and learning cultures under a single umbrella.
In this context we consider it vital not to give any preference
or priority to any form of the MOOCs described.
Instead, different MOOCs offer both advantages and disadvantages.
The xMOOCs in line with the behavioristic
tradition have the potential to present learning material
for beginners and can be used as tutorials for learners
who want to repeat certain topics or get further explanation
from a different point of view. They mainly encourage
the users to ‘lean back’ and passively receive input from
experts without taking any active participation. From a
cultural perspective such an approach facilitates collectivistic
cultures as the activities within this form of MOOC
are highly face-saving. In contrast to individualistic cultures
where people are culturally socialized in a way that
losing one`s face (be it during individual tutoring, question/answer
sessions at school…) is a previously learned
pattern most westerners can cope with. Stepping out of
one`s collectivistic comfort zone is a face threating situation
which might not be favored by communitarian societies.
Therefore, the xMOOC concept seems to be most
appropriate for those who shy away from individualistic
online-behavior.
The cMOOCs with their focus on collaborative work via
Web 2.0 already seem to be more challenging for learners,
because they require advanced skills with online tools
such as blogs, microblogs and others. Participating in a
cMOOC course means more active behavior and requires
more proficiency with Web 2.0 tools i.e. set up posts in
different tools, contribute to discussion etc. We strongly
feel that the cMOOC concept is more compatible with individualistic
cultures given the pro-active set of activities
where one has to stand out from the crowd.
Due to the lack of a comprehensive model that bridges
both approaches, an additional form of MOOC is introduced
in this position paper. The enhanced MOOC, in
short, eMOOC, combines cultural psychology with trialogical
learning. Learning with eMOOCs means to collaboratively
develop shared objects in a culturally-sensitive
setting by taking account of both the knowledge building
and knowledge creation tradition. Each learner in each
learning setting brings their own cultural background,
knowledge, socialization, social practices and ideas to each
collaborative learning phase. As a result, those shared objects
(practices, ideas, artifacts etc.) get constantly transformed
during the collaborative process.
Conclusion
Although this model of eMOOC is clearly work in progress,
we feel that this approach might be a promising alley
of research for the future. The focus on an additional
MOOC concept has been guided by the researchers
desire to add and incorporate factors that have so far
been sidelined by the existing MOOC forms, gaining a
deeper and more comprehensive understanding of how a
MOOCversity in future might look like.
Acknowledgements
We wish to express our gratitude to two anonymous reviewers
for their insightful comments.
Research Track | 78