{"id":660,"date":"2020-05-18T21:14:51","date_gmt":"2020-05-19T01:14:51","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/?p=660"},"modified":"2020-05-18T21:14:51","modified_gmt":"2020-05-19T01:14:51","slug":"moocs-and-barriers-to-access-a-critical-inquiry-team-summary-infographic","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/moocs-and-barriers-to-access-a-critical-inquiry-team-summary-infographic\/","title":{"rendered":"MOOCs and Barriers to Access: A Critical Inquiry (Team Summary & Infographic)"},"content":{"rendered":"

\"\"<\/a>Photo by\u00a0<\/a>Jenna S<\/a>\u00a0on\u00a0<\/a>Unsplash<\/a><\/p>\n

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\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Most of us have heard the claims that MOOCs have \u201cdemocratized\u201d education and learning. In this critical inquiry, we wanted to explore a MOOC through Coursera as a team. The rationale behind this critical inquiry is to explore the question of the democratizing claims of MOOCs in light of potential barriers to access. This critical inquiry led us to research specific areas that each of us chose to focus on which are also connected to our personal learning plans.\u00a0<\/span><\/p>\n

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\n<\/a> \u00a0 \u00a0 \u00a0 \u00a0 \"\" Sue Reid:<\/strong> <\/span>When my team engaged in discussion about what our learning activity and chosen technology would be I had no idea that we would create a presentation that is both a reflection of our individual interests, as well as our collective experience. Indeed, my teammates\u2019 unique perspectives sharpened my focus and gave me clarity with regard to the direction of my learning plan. Our shared experience speaks to my personal conviction, that collaboration is a powerful force to effect positive change in the world, which Watters (2014) echoes, stating that, \u201cthrough collective contemplation, intellectual reciprocity, and deliberate and wise action, the future can be better\u201d (p. 115).\u00a0<\/span><\/p>\n


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Earl Einarson: <\/strong>My individual research has been undertaken within the same process of gathering information for my contribution to the group work of this assignment. One research process informed the other; I was able to gain information from both areas of interest in my research. The group\u2019s interest in outlining the barriers that exist for potential students of MOOCs created opportunities for me to expand my research parameters of my individual research; the barriers that exist for Indigenous Peoples of Canada to entering and making use of MOOCs – defined as \u201cdigital neocolonialism\u201d by Adam (2018).<\/span><\/p>\n

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Marta Samokishyn: <\/strong>Our team’s topic of barriers to access in MOOCs inspired me to take a deeper look at critical digital pedagogy and a concept of agency, specifically from the critical information literacy perspective. Information literacy capacities of an individual have been identified as one of the potential barriers to access in MOOCs. Are <\/span>participants of MOOCs fully encouraged to \u201ccreate dialogue in which both students and teachers participate as full agents\u201d (Morris & Stommel, 2018)? This is the question I would like to explore!<\/span><\/p>\n

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Leigh McCarthy:<\/strong> <\/span>Exploring <\/span>MOOCS and Barriers to Access<\/span><\/i> with this group has been a truly fantastic collaborative experience! Challenging and creative! The focus of my individual research project, emanating from this collaborative project, is <\/span>Online Learning and the Digital Divide in Canada.<\/span><\/i> The digital divide is “not about a simple binary of youths who have technological access and those who do not,\u201d but also calls for a decolonization of content and digital literacy skills (Houlden & Veletsianos, 2019; Jenkins, 2009, p. 18).<\/span><\/p>\n

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Jeff Goodes: <\/strong>What a wonderful team with which to collaborate. I will be exploring the use of audio in MOOCs and online education for my individual project, with a particular focus on how audio can enhance learning and lessen the digital divide.\u00a0<\/span><\/p>\n

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\u00a0 \u00a0 \u00a0 \u00a0Irwin asked an interesting question during our presentation: <\/strong><\/span><\/p>\n

\u201cHow do we make MOOCs better?\u201d We invite you to share your thoughts on this and any other areas that sparked your curiosity.\u00a0<\/strong><\/span><\/p>\n

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References: <\/b>\u00a0<\/span><\/p>\n

Adam, T. (2019). Digital neocolonialism and massive open online courses (MOOCs): Colonial pasts and neoliberal futures. <\/span>Learning, Media and Technology, 44<\/span><\/i>(3), 365-380. doi:10.1080\/17439884.2019.1640740.\u00a0<\/span><\/p>\n

\u00a0<\/span>Agarwal, A. (2013, June 15). Online universities: It\u2019s time for teachers to join the revolution. <\/span>The Observer.<\/span><\/i> Retrieved from <\/span>https:\/\/www.theguardian.com\/education\/2013\/jun\/15\/university-education-online-mooc<\/span><\/a><\/p>\n

Bogost, I. (2017). The Secret lives of MOOCs. In E. Losh (Ed.), <\/span>MOOCs and their afterlives: Experiments in scale and access in Higher Education.<\/span><\/i> Chicago: University of Chicago Press.\u00a0<\/span><\/p>\n

Clement, A. H., Gurstein, M., Longford, G., Moll, M., Shade, L. R. (Eds.) (2012). <\/span>Connecting Canadians: Investigations in community informatics<\/span><\/i>. Edmonton: Athabasca University Press.<\/span><\/p>\n

Coursera. (2020). About. Retrieved from<\/span> https:\/\/about.coursera.org\/<\/span><\/a><\/p>\n

Curran, A. & Seo, K. (2018). Audio engagement and learning. <\/span>American Journal of Distance Education, 32<\/span><\/i>(4), 223-235. doi: <\/span>10.1080\/08923647.2018.1509266<\/span><\/a><\/p>\n

Geist, M. (2013, April 9). Why Canada\u2019s digital divide persists:<\/span> Nation\u2019s broadband failure lies in both access and adoption.<\/span> Retrieved from<\/span> https:\/\/thetyee.ca\/Mediacheck\/2013\/04\/09\/Canada-Digital-Divide\/<\/span><\/a><\/p>\n

Grace, R., Stratton, C., & Fonseca, F. (2019). Content matters: How online language content gives rise to digital divides. <\/span>Social Science Quarterly,<\/span><\/i> 100<\/span><\/i>(6), 1999-2016. doi:10.1111\/ssqu.12691\u00a0<\/span><\/p>\n

Hargittai, E., & Walejko, G. (2008). The Participation Divide: Content creation and sharing in the digital age.<\/span> Information, Community and Society<\/span><\/i>, 11(2), 239-256. Doi: 10.1080\/13691180801946150<\/span>
\n<\/a><\/p>\n

Houlden, S., & Veletsianos, G. (2019). A posthumanist critique of flexible online <\/span>learning and its \u201canytime anyplace\u201d claims. <\/span>British Journal of Educational\u00a0 \u00a0 \u00a0 <\/span><\/i> \u00a0 <\/span><\/i> \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 <\/span><\/i>Technology 50(3), 1005-1018.\u00a0<\/span><\/i>
\n<\/a><\/p>\n

Jenkins, H. (2009). <\/span>Confronting the challenges of participatory culture: Media education for the 21st century<\/span><\/i>. Cambridge, MA: The MIT Press.\u00a0<\/span><\/p>\n

Kanani, R. (2014, June 21). EdX CEO Anant Agarwal on the future of Online Learning. <\/span>Forbes. <\/span><\/i>Retrieved from <\/span>https:\/\/www.forbes.com\/sites\/rahimkanani\/2014\/06\/21\/edx-ceo-anant-agarwal-on-the-future-of-online-learning\/<\/span><\/a>
\n<\/a><\/p>\n

K\u00f6ster J. (2018). <\/span>Video in the age of digital learning.<\/span><\/i> Cham: Springer.\u00a0<\/span><\/p>\n

Lambert, S. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014\u201318. <\/span>Computers & Education<\/span><\/i>, <\/span>145<\/span><\/i>. doi: 10.1016\/j.compedu.2019.103693<\/span><\/p>\n

Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education.<\/span> Journal of Learning for Development, 5<\/span><\/i>(3), 225-244. Retrieved from https:\/\/files.eric.ed.gov\/fulltext\/EJ1197463.pdf<\/span><\/p>\n

Marshall, S. (2014). Exploring the ethical implications of MOOCs. <\/span>Distance Education (35)<\/span><\/i>2, 250-262. Retrieved from<\/span> https:\/\/www.tandfonline.com\/doi\/abs\/10.1080\/01587919.2014.917706<\/span><\/a><\/p>\n

McLuhan, M., & Lapham, L. H. (1994). <\/span>Understanding media : the extensions of man<\/span><\/i>. Cambridge: MIT Press.<\/span><\/p>\n

Morris, S. M., & Stommel, J. (2017). Open education as resistance: MOOCs and critical digital pedagogy. In E. Losh (Ed.),\u00a0 <\/span>MOOCs and their afterlives: Experiments in scale and access in Higher Education<\/span><\/i>. Chicago: University of Chicago Press. doi:10.7208\/chicago\/9780226469591.003.0012<\/span><\/p>\n

Morris, S. M., & Stommel, J. (2018). <\/span>An Urgency of teachers<\/span><\/i>. Hybrid Pedagogy Inc. Retrieved from <\/span>https:\/\/criticaldigitalpedagogy.pressbooks.com\/<\/span><\/a><\/p>\n

O\u2019Rourke, Patrick (2020, April 17). Ontario government, Apple, Rogers partner to give 21,000 iPads to students in low-income families. Retrieved from https:\/\/mobilesyrup.com\/2020\/04\/17\/ontario-government-partners-apple-rogers-21000-ipads-students-low-income-families\/<\/span><\/p>\n

Park, S., Jeong, S., & Ju, B. (2018). Employee learning and development in virtual hrd: Focusing on moocs in the workplace. <\/span>Industrial and Commercial Training,<\/span><\/i> 50<\/span><\/i>(5), 261-271. doi:10.1108\/ICT-03-2018-0030.\u00a0<\/span><\/p>\n

Rohs, M., & Ganz, M. (2015). MOOCs and the claim of education for all: A disillusion by empirical data. <\/span>International Review of Research in Open and Distributed Learning<\/span><\/i>, <\/span>16<\/span><\/i>(6), 1\u201319.<\/span> doi<\/span><\/a>: 10.19173\/irrodl.v16i6.2033<\/span><\/a><\/p>\n

Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. <\/span>Journal of Computer Assisted Learning, 26<\/span><\/i>(1), 65-73. doi:10.1111\/j.1365-2729.2009.00338.x<\/span><\/p>\n

Smith, A., Warren, J., Ting, S., & Taliaferro, J. (2018). <\/span>Developing online learning in the helping professions : Online, blended, and hybrid models<\/span><\/i>. New York: Springer.\u00a0<\/span><\/p>\n

Statistica. Percentage of internet users who watch online video content on any device as of January 2018, by country. Retrieved from <\/span>https:\/\/www.statista.com\/statistics\/272835\/share-of-internet-users-who-watch-online-videos\/<\/span><\/a><\/p>\n

Tunney, C. (2020, May 2). Liberals hasten high-speed broadband access plan in response to pandemic CRTC data suggests as few as 40.8 per cent of rural households have access to high-speed broadband. <\/span>CBC News<\/span><\/i>. Retrieved from <\/span>https:\/\/www.cbc.ca\/news\/politics\/broadband-internet-covid-1.5552261<\/span><\/a><\/p>\n

Watters, A. (2014). <\/span>The monsters of education technology. <\/span><\/i>Retrieved from<\/span> http:\/\/hackeducation.com\/2014\/12\/01\/the-monsters-of-education-technology<\/span><\/a><\/p>\n

\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Photo by\u00a0Jenna S\u00a0on\u00a0Unsplash   \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 Most of us have heard the claims that MOOCs have \u201cdemocratized\u201d education and learning. In this critical inquiry, we wanted to explore a MOOC through Coursera as a team. The rationale… Continue Reading →<\/a><\/p>\n","protected":false},"author":163,"featured_media":658,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-660","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/posts\/660","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/users\/163"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/comments?post=660"}],"version-history":[{"count":3,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/posts\/660\/revisions"}],"predecessor-version":[{"id":668,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/posts\/660\/revisions\/668"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/media\/658"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/media?parent=660"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/categories?post=660"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0125\/wp-json\/wp\/v2\/tags?post=660"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}