Abstract
The current paper is aimed to present a PhD project proposal which final objective is to design a framework for a heutagogy-based MOOC (h-MOOC). Heutagogy (self-determined learning theory) has been proposed as a potentially effective approach to online learning since the self-determined learner is well equipped for succeeding in the online learning environment. Heutagogy has been applied with success in different online and offline contexts, however, never in a massive context. The project consists in applying heutagogical principals to a MOOC context and evaluating the viability of the approach. The project is divided into three phases: (Phase I) literature review and a framework proposal; (Phase II) implementation of a pilot h-MOOC based on the framework proposal and conduct of an empirical study; (Phase III) data reconciliation and final framework delivery. Taking a mixed methods approach for the empirical study, both quantitative and qualitative data will be collected and analysed from different sources: (1) welcome survey and analytics of the MOOC platform in order to understand the learners' background, context, objectives and motivations; (2) a pre-and post-course survey on learner autonomy, participatory-and digital literacy, self-efficacy, and capacity to self-reflection that will allow us to locate the participants in the PAH (Pedagogy-Andragogy-Heutagogy) continuum and to measure the self-progress; (3) reflective learning diaries that will give us a deeper understanding of the learners' perceptions and opinions. The preparatory and ongoing scoping literature review of the preparation phase (Phase 0) helped us map the existing literature, identify the key concepts, authors, and communities, identify problems, define the purpose, and establish an initial research question. The preliminary results show that (a) heutagogy is represented mainly within theoretical articles, thus there is a strong need for empirical studies; (b) MOOCs have become a consolidated area of research and have kept its topicality. Therefore, a study with the objective of creating a framework for an h-MOOC would contribute, on the one hand to the literature on heutagogy where research calls for confirmations and new findings, and on the other hand to the literature on MOOCs, one of today's hot topics in the educational research field.
Original language | English |
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Title of host publication | Proceedings of the 16th European Conference on e-Learning, ECEL 2017 |
Editors | Paula Peres, Anabela Mesquita, Anabela Mesquita |
Publisher | Academic Conferences Limited |
Pages | 537-545 |
Number of pages | 9 |
ISBN (Electronic) | 9781911218593 |
Publication status | Published - 2017 |
Externally published | Yes |
Event | 16th European Conference on e-Learning, ECEL 2017 - Porto, Portugal Duration: 26 Oct 2017 → 27 Oct 2017 |
Publication series
Name | Proceedings of the European Conference on e-Learning, ECEL |
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Volume | 2010-October |
ISSN (Print) | 2048-8637 |
ISSN (Electronic) | 2048-8645 |
Conference
Conference | 16th European Conference on e-Learning, ECEL 2017 |
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Country/Territory | Portugal |
City | Porto |
Period | 26/10/17 → 27/10/17 |
Bibliographical note
Publisher Copyright:© The Authors, 2017.
Keywords
- Autonomy
- Digital literacy
- Heutagogy
- MOOC
- Massive education
- Participatory literacy
- Self-determined learner