Findings from a Case Study on Refugees Using MOOCs to (Re)Enter Higher Education

Autor/in	Witthaus, Gabi
Titel	Findings from a Case Study on Refugees Using MOOCs to (Re)Enter Higher Education
Quelle	In: Open Praxis, 10 (2018) 4, S.343-357 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Witthaus, Gabi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Case Studies; Refugees; Online Courses; Large Group Instruction; Reentry Students; Higher Education; Electronic Learning; Learning Experience; Communities of Practice; Student Attitudes; Feedback (Response); Information Sources; Reading Material Selection; Goal Orientation; Planning; Disadvantaged; College Students; Interpersonal Relationship; Interpersonal Communication; Cooperative Learning; Computer Mediated Communication; Learner Engagement; Transfer of Training; Self Evaluation (Individuals); Progress Monitoring; Learning Strategies; Time Management + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Flüchtling; Online course; Online-Kurs; Zweiter Bildungsweg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernerfahrung; Community; Schülerverhalten; Information source; Informationsquelle; Zielorientierung; Zielvorstellung; Ablaufplanung; Planungsprozess; Collegestudent; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kommunikation; Kooperatives Lernen; Computerkonferenz; Training; Transfer; Ausbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zeitmanagement
Abstract	This paper presents a case study evaluating the online learning experience of ten refugees on MOOCs. Qualitative data were collected from the learners, generating a set of 43 statements depicting the learners' experience of learning, which were analysed using an augmented Community of Inquiry (CoI) theoretical framework. The key findings show that learners particularly desired teaching presence in terms of facilitation and feedback on their progress; they viewed online social presence as being important but generally not well managed in MOOCs; and they expressed cognitive presence mainly in terms of the selection and use of information sources. Learning presence (the additional element of the "augmented" CoI framework) was described primarily in terms of the importance of goal-setting and planning. The implications for organisations supporting refugees and other learners in disadvantaged circumstances on MOOCs are discussed. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01