Internet Learning Volume 4, Number 2, Fall 2015 | Page 56

The Tangible and Intangible Benefits of Offering Massive Open Online Courses: Faculty Perspectives
Purpose of the Study
Although delivering learning
content online is associated with numerous
advantages, Massive Open Online Courses
with thousands of students enrolled
have faced scepticism; especially from
faculty members based in major research
universities. When it comes to learning,
both high-tech (online learning) and hightouch
(face-to-face learning) issues become
important, especially to faculty members
involved in the design and delivery of faceto-face,
blended and online learning. In
terms of engaging students in the learning
process, it has been established that utilizing
a mix of face-to-face and online instruction
promotes optimal learning (Bonk, 2002).
While MOOCs are now becoming a reality
in higher education, limited studies have
been conducted, especially among faculty
members regarding their perceptions on
the learning effectiveness of MOOCs. The
primary purpose of this study was to establish
perceptions of faculty regarding the benefits
of MOOCs in a major southern university
system in the United States.
Conceptual Framework
Anderson and Dron (2012) have
offered a broader view of distance
education by classifying the three
generations by the type of pedagogical
approach employed. The three theoretical
frameworks are termed: cognitive/
behaviorist, social constructivist, and
connectivist. The following synopsis of the
three pedagogical frameworks provide a
broad overview of this distance education
technology development.
The first phase, or generation of
technology adoption in course delivery was
that of postal correspondence. This concept
was popular during much of the 20th century
and used the postal service as its technological
means of exchanging communication and
between instructor and student. In this
course delivery system, one instructor could
instruct and communicate with one student
or several students in different locations. This
instructional method utilized a cognitive/
behaviorist approach in which the focus is
on the individual learner. No longer was it
imperative for students to travel to a campus
to receive instruction. Through this type of
distance education, students in more rural
areas or who faced other barriers in accessing
a college campus were able to pursue higher
education. Obvious limitations to this
method of instructional delivery include
the time students and faculty had to wait
between correspondences, and the lack of
interactivity between students.
As technology advanced, so did the
ways in which it was utilized by institutions
of higher education. The second generation
of technology development utilized a social
constructivist pedagogical approach. In
this delivery system, student-to-student
and student-to-instructor communication
opportunities were expanded and
emphasized. Through technology, such as
email and the World Wide Web, the course
environment became more interactive
and dynamic. Unlike the first generation
of technology use in higher education
which primarily provided instructional
information in an isolated situation, this
generation attempts to provide students an
online class environment in which they can
build a virtual classroom community.
The third generation, utilizing
a connectivist approach, is even more
entrenched in social networks. This informal
learning approach, relies on the interactions
between students as they use technology
tools such tweets, blogs, and social media.
Unlike the first generation, this educational
experience relies on students working
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