This is a preliminary study of the development of massive open online courses (MOOCs) in the New Zealand tertiary education sector. It is a research study, involving a series of original interviews with those involved in MOOCs as staff, senior leaders and developers in universities and polytechnics, union and student leaders and several officials from government agencies who had an interest in the field. The study also includes a brief literature search and a large collection of newspaper articles and reviews.
Innovations in pedagogy and technology could revolutionize academic records, moving our approach from one of checking off boxes to one of connecting the dots. This article highlights technological and pedagogical models that connect the dots toward agile, personalized evidence of learning.
MOOCs meet a demand for more self-directed learning opportunities that can bridge gaps left by formal learning experiences.
Despite all the hype about massive open online courses, for example, only 18 percent of the survey respondents said they were very or somewhat familiar with Coursera, edX and other MOOC providers. About two-thirds of respondents said they were unfamiliar with MOOCs, online learning provider Khan Academy or digital badges, while nearly half (49 percent) were not familiar with distance learning in general.