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Merging MOOC and mLearning for Increased Learner Interactions
ARTICLE

, Athabasca University, Antwerpen, Belgium ; , Department of Applied Linguistics, University of Massachusetts-Boston, Boston, MA, United States ; , University of Ottawa, Ottawa, ON, Canada ; , California State University Northridge, Northridge, CA, United States ; , Department of Distance Education, Anadolu University, Eskisehir, Eskisehir Province, Turkey ; , Universidad Nacional de La Plata, La Plata, Buenos Aires, Argentina ; , Centre for Research on Families and Relationships, University of Edinburgh, Newington, Edinburgh, United Kingdom

IJMBL Volume 4, Number 4, ISSN 1941-8647 Publisher: IGI Global

Abstract

In this paper, the authors suggest the merger of the Massively Open Online Course (MOOC) format and mobile learning (mLearning) based on mutual affordances of both contemporary learning/teaching formats to investigate learner interactions and dialogues in an open online course. The paper presents a case study of how MobiMOOC, a course created using the MOOC format, demonstrates the synergistic characteristics between the MOOC format and mLearning, making a combination of both fields ideal for contemporary, digital, collaborative learning, and knowledge construction based on learner interactions and dialogue. MobiMOOC was a six-week online course focusing on mLearning that ran in April and May 2011. An end-of-course survey provides insight that supports the synergies between MOOCs and mLearning: collaboration, informal and lifelong learning, and dialogue.

Citation

de Waard, I., Koutropoulos, A., Hogue, R., Abajian, S., Keskin, N., Rodriguez, C. & Gallagher, M. (2012). Merging MOOC and mLearning for Increased Learner Interactions. International Journal of Mobile and Blended Learning, 4(4), 34-46. IGI Global. Retrieved September 28, 2022 from .

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