A Classroom at Home: Children and the Lived World of MOOCs

Autor/inn/en	Yin, Yin; Adams, Catherine; Goble, Erika; Francisco Vargas Madriz, Luis
Titel	A Classroom at Home: Children and the Lived World of MOOCs
Quelle	In: Educational Media International, 52 (2015) 2, S.88-99 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2015.1053287
Schlagwörter	Online Courses; Large Group Instruction; Elementary Secondary Education; Educational Technology; Teaching Methods; Study Habits; Inquiry; Qualitative Research; Phenomenology; Interviews; Technology Uses in Education; Parents; Children; Student Experience; Video Technology; Lecture Method; Student Attitudes; Foreign Countries; Canada (Edmonton) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Study behavior; Study behaviour; Studienverhalten; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Eltern; Child; Kind; Kinder; Studienerfahrung; Schülerverhalten; Ausland
Abstract	This research asks "What is it like for a K-12 school-age child to learn in a massive open online course (MOOC)?" Evidence suggested that a significant number of children are participating in MOOCs either independently or alongside their parents, both inside and outside the K-12 school system. Researchers have expressed concerns regarding how these self-directed, massive learning environments may alter children's study patterns and habits. However, little scholarly attention has been devoted to this unique phenomenon. In particular, rigorous qualitative inquiry is needed to undercover the complex realities of children's actual experiences in MOOCs. Following the methodological approach "phenomenology of practice," our study analyzed lived experience descriptions (LEDs) gathered during interviews with 12 children-parent couplets; each child had completed at least one MOOC including Coursera's "Dino 101." This article highlights several themes that arose in our existential analyses of the collected LEDs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01