17 July 2012
A recent paper published in EURODL, by Osvaldo Rodrigues of the Universidad del CEMA in Argentina analyses the recent Massive Open Online Courses that took place and establishes categories for the different pedagogical approaches: cognitive-behaviourist, social constructivist and connectivist.
MOOCs and the AI-Stanford like Courses: two successful and distinct course formats for MOOCs
The examples chosen are CCK08, PLENK2010, MobiMOOC and EduMOOC as connectivist approach and AI-StanfordCS221 and CS101-Udacity as AI format.
There’s a citation of another researcher:
«In the work of Quinn (2012) he clearly finds a distinction between the solo approach and the social approach to learning. He defined the Stanford AI course as a set of videos, some online interactive exercises, and tests, as being predominately solo. The learner works by himself with the material. And this is in contrast with the social kind of course founding the c-MOOCs. Basically, he claims in c-MOOCs the action of the course is predominately interaction with each other.»
There are, however, common features:
•Geographical spread of participants
•Big dropout rate, although in AI courses is much higher than in c-MOOCs (85 % vs. approximately 40 % respectively).
•Massiveness, although AI course have orders of magnitude higher number of registered learners.
But many other features are listed that differentiate the two groups of MOOCs.