While the first MOOCs were connectivist in their approach to learning, later versions have expanded to include instructivist structures and structures that blend both theories. From an instructional design standpoint the differences are important. This paper will examine how to analyze the goals of any proposed MOOC to determine what the epistemological focus should be. This will lead to a discussion of types of communication needed—based on analysis of power dynamics—to design accurately within the determined epistemology. The paper also explores later stages of design related to proper communication of the intended power structure or theoretical design as these relate to various activities and expectations in the MOOC.
MOOC, instructivism, connectivism, constructivism, power dynamics, zone of proximal development, pedagogy, andragogy, heutagogy, learning and teaching as communication actions (LTCA), normative communication actions, strategic communication actions, constative communication actions, dramaturgical communication actions
"From Instructivism to Connectivism: Theoretical Underpinnings of MOOCs,"
Current Issues in Emerging eLearning: Vol. 3
, Article 6.
Available at: http://scholarworks.umb.edu/ciee/vol3/iss1/6