A Pedagogy of Abundance or a Pedagogy to Support Human Beings? Participant Support on Massive Open Online Courses

• Published in: International review of research in open and distance learning Vol. 12; no. 7; pp. 74 - 93
• Main Authors: Kop, Rita, Fournier, Hélène, Mak, John Sui Fai
• Format: Journal Article
• Language: English
• Published: Athabasca Athabasca University Press (AU Press) 01.11.2011; International Review of Research in Open and Distance Learning; Athabasca University; Athabasca University Press
• Subjects: Adult Basic Education; Adult Students; Canada; Case Studies; Computer Mediated Communication; Connectivism; Course Descriptions; Data Analysis; Distance Education; Educational Environment; Educational Principles; Educational resources; Educational Technology; Educators; Electronic Publishing; Emergent learning; Ethnography; Facilitators (Individuals); Focus Groups; Foreign Countries; ICT in education; Independent study; Instructional Design; Integrated Learning Systems; International Education; Large Group Instruction; learner autonomy; Learning; Learning communities; Learning environment; Learning Processes; Learning Theories; Massive open online course (MOOC); media affordances; Mixed Methods Research; networked learning; Networking; Nontraditional Education; Online Courses; Online instruction; Online learning; Open Enrollment; Open Source Technology; Participation; Pedagogy; Personal autonomy; Presence; Qualitative research; roles; School environment; Social Environment; Social Networks; Social Support Groups; Statistical analysis; Student Role; Student Surveys; Student welfare; Surveys; Synchronous Communication; Teacher Role; Virtual learning communities; Virtual learning environments; Web 2.0 Technologies; Web Based Instruction; Web Sites; Canada
• ISSN: 1492-3831; 1492-3831
• DOI: 10.19173/irrodl.v12i7.1041

This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.