Volume 3, Issue 1 (2016) MOOC Design and Delivery: Opportunities and Challenges

As we move nearly a half-decade beyond The New York Times’ declaring 2012 the "Year of the MOOC," the range of discussants involved in discourse on MOOCs has narrowed, yet the sophistication of scholarship produced continues to deepen. This second in a two-part series of special issues of Current Issues in Emerging eLearning celebrates this rich, new scholarship on MOOC theory and practice. Volume 3, Issue 1: MOOC Design and Delivery: Opportunities and Challenges presents an underlying argument: that the MOOC frontier can inform our decisions regarding all manner of educational approaches, from clickers in the classroom to evolving competency-based models. Given CIEE’s “intentionally eclectic" mission to promote “scholarship on the disruptions teaching with technology bring to all segments of the marketplace" and to publish "critical assessments of eLearning in its many forms," upcoming issues of this journal will provide heterogeneous coverage of eLearning topics, though editorial board members welcome this opportunity to share a second collection of important MOOC research studies in this publication.



How the Community Became More Than the Curriculum: Participant Experiences In #RHIZO14
Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, and Dave Cormier


What is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14
Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, and Lenandlar Singh


Who is a Student: Completion in Coursera Courses at Duke University
Molly Goldwasser, Chris Mankoff, Kim Manturuk, Lorrie Schmid, and Keith E. Whitfield

Full Issue


Alan Girelli
Associate Editor
Apostolos Koutropoulos
Special Thank You
Leslie P. Limon, copy editor and revision advisor