In a context of fast, flexible, and at times consumer-driven self-directed learning, it becomes particularly relevant to reintroduce the value of socially oriented learning within MOOCs. The study aims to: 1. Compare the instructional models of pre-COVID (tutored) and post-COVID (self-paced) MOOCs; 2. Identify signs of community formation within self-paced MOOCs; 3. Identify key conditions for fostering and sustaining a learning community that extends beyond the conventional MOOC lifecycle. To achieve these objectives, the study collected and analyzed monitoring data from 33 MOOCs delivered between 2014 and January 2025. The contribution concludes with two forward-looking proposals: a hypothesis for the redesign of MOOCs, incorporating support tools for learner guidance and self-regulation; and the presentation of a new collaborative space dedicated to MOOC-related themes, envisioned as a platform for dialogue, reflection, and the co-design of new educational materials.
Ferrari, S., Merigo, A., Rethinking Online Community Beyond Self-paced MOOCs., in European MOOCs Stakeholders Summit, (Parigi, 30-June 02-July 2025), Spinger, London 2025: 86-97. [10.1007/978-3-032-00056-9_8] [https://hdl.handle.net/10807/343357]
Rethinking Online Community Beyond Self-paced MOOCs.
Ferrari, Simona;
2025
Abstract
In a context of fast, flexible, and at times consumer-driven self-directed learning, it becomes particularly relevant to reintroduce the value of socially oriented learning within MOOCs. The study aims to: 1. Compare the instructional models of pre-COVID (tutored) and post-COVID (self-paced) MOOCs; 2. Identify signs of community formation within self-paced MOOCs; 3. Identify key conditions for fostering and sustaining a learning community that extends beyond the conventional MOOC lifecycle. To achieve these objectives, the study collected and analyzed monitoring data from 33 MOOCs delivered between 2014 and January 2025. The contribution concludes with two forward-looking proposals: a hypothesis for the redesign of MOOCs, incorporating support tools for learner guidance and self-regulation; and the presentation of a new collaborative space dedicated to MOOC-related themes, envisioned as a platform for dialogue, reflection, and the co-design of new educational materials.
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