In unit 2 activity 1, we were tasked to write a critical academic reflection blog update regarding the issues that have been investigated in the learning events and delivery of technology. In my team\u2019s learning event, I have learned that assumptions made about the learning (e.g., a Massive Open Online Course (MOOC)) might not always be applicable. The experience was unsatisfactory and different from what was perceived.<\/p>\n\n\n\n\n\n\n\n
My team decided to explore MOOCs offered through OpenLearn and the Open University. According to Wilkinson (2020), a MOOC is a type of free online learning course that is available for anyone with internet access around the world. Prior to experiencing the MOOC through OpenLearn, the ideas I had about MOOCs were like obtaining other corporate online training courses in my organization. For example, I expected an advanced level course would be challenging and require more time and effort in achieving the learning outcomes. As claimed by the Assumption Theory of Learning, the learners have assumed that they would achieve learning goals based on certain learning strategies and context (Mak, 2009). Assumptions also reflect the underlying beliefs about the way the program will operate (University of Wisconsin-Madison, n.d.). When expectations such as accessibility and context do not meet in a learning experience, learners might feel underwhelmed and have a negative impact on learning engagement (Hood & Littlejohn, 2016).<\/p>\n\n\n\n
My concerns about this MOOC learning event were the poor course design and unreliable course content and accessibility. Others in my team also had the same concerns, and these concerns may discourage learners from enrolling in another MOOC through OpenLearn. To address these barriers, we will thoroughly assess the course content and outcomes, and consider courses that have assessment methods for learning progression and achievement (Wilkinson, n.d.).<\/p>\n\n\n\n
Despite the negative experience of this MOOC learning event, I strongly believe MOOCs provide many learning opportunities. In my individual critical inquiry, I plan to investigate the expectancy-value theory that explains how learners\u2019 motivational variables affect their learning persistence, which is a critical component for successful MOOC learning (Lee & Song, 2022).<\/p>\n\n\n\n
References<\/strong><\/p>\n\n\n\n Hood, N., & Littlejohn, A. (2016). Quality in MOOCs: Surveying the terrain. Commonwealth of Learning<\/em>. https:\/\/oasis.col.org\/items\/20a87a06-b1fd-44b7-bfe5-2d170f819e8d<\/a><\/p>\n\n\n\n Lee, Y., & Song, H.-D. (2022). Motivation for MOOC learning persistence: An expectancy\u2013value theory perspective. Frontiers in Psychology<\/em>, 13<\/em>(958945). https:\/\/doi.org\/10.3389\/fpsyg.2022.958945<\/a><\/p>\n\n\n\n Mak, J. (2009, June 26). Theory of assumption \u2013 The \u201cA\u201d theory of learning<\/em>. Learner Weblog. https:\/\/suifaijohnmak.wordpress.com\/2009\/06\/26\/theory-of-assumption-the-a-theory-of-learning\/<\/a><\/p>\n\n\n\n University of Wisconsin-Madison. (n.d.). 1.14: Assumptions<\/em>. Enhancing Program Performance with Logic Models. Retrieved May 22, 2023, from https:\/\/logicmodel.extension.wisc.edu\/introduction-overview\/section-1-what-is-a-logic-model\/1-15-assumptions\/#:~:text=Assumptions%20are%20beliefs%20we%20have%20about%20the%20program<\/a><\/p>\n\n\n\n Wilkinson, D. (2020). What is a MOOC?<\/em> [Video]. Vimeo. https:\/\/vimeo.com\/408277375<\/a><\/p>\n\n\n\n Wilkinson, D. (n.d.). Online learning: How to increase learner engagement<\/em>. The OR Briefings. Retrieved May 3, 2023, from <\/a>https:\/\/oxford-review.com\/online-earning-increase-engagement\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":" In unit 2 activity 1, we were tasked to write a critical academic reflection blog update regarding the issues that have been investigated in the learning events and delivery of technology. In my team\u2019s learning event, I have learned that assumptions made about the learning (e.g., a Massive Open Online Course (MOOC)) might not always … Continue reading “Reflections on Critical Inquiry: Assumptions for MOOCs”<\/span><\/a><\/p>\n","protected":false},"author":279,"featured_media":453,"comment_status":"open","ping_status":"","sticky":true,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9],"tags":[],"class_list":["post-452","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt526"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/452","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/users\/279"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/comments?post=452"}],"version-history":[{"count":1,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/452\/revisions"}],"predecessor-version":[{"id":454,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/posts\/452\/revisions\/454"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media\/453"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/media?parent=452"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/categories?post=452"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0269\/wp-json\/wp\/v2\/tags?post=452"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}