The online learning hive: transfer to practice within a MOOC community of educators

Caldwell, H. and Smith, N. (2017) The online learning hive: transfer to practice within a MOOC community of educators. In: Morris, L. and Tsolakidis, C. (eds.) ICICTE 2017: International Conference on Information Communication Technologies in Education: Proceedings: Rhodes, Greece - 6-8 July, 2017 :. ICICTE. pp. 160-169.

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Item Type:	Book Section
Abstract:	We describe the analysis of online engagement by participants in a massive online open course (MOOC) on teaching with tablets and mobile devices. The MOOC was aimed at educators, prompting them to use tablets in novel and innovative ways in their own educational practice. The MOOC included instructor-led and student-led activities and had a substantial social and constructivist component. We analysed the online discussions (across several platforms) and identified clear and frequent examples of participants providing evidence of their own practice, and many examples of peer to peer learning. While the MOOC was designed to facilitate the transfer of novel teaching approaches to the participant's practice, there were fewer examples of this happening. A surprising finding was the degree to which peer support encouraged participants to engage more fully in the MOOC.
Creators:	Caldwell, Helen and Smith, Neil
Editors:	Morris, Linda and Tsolakidis, Costas
Publisher:	ICICTE
Faculties, Divisions and Institutes:	Faculties > Faculty of Education & Humanities > Teacher Continuing Professional Development Faculties > Faculty of Education & Humanities > Initial Teacher Education
Date:	1 July 2017
Date Type:	Publication
Page Range:	pp. 160-169
Title of Book:	ICICTE 2017: International Conference on Information Communication Technologies in Education: Proceedings: Rhodes, Greece - 6-8 July, 2017 :
Number of Pages:	463
Language:	English
ISBN:	9780993288982
Status:	Published / Disseminated
Refereed:	Yes
Related URLs:	https://pure.northampton.ac.uk/en/public...
URI:	http://nectar.northampton.ac.uk/id/eprint/10175

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