MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU's First Not-for-Credit MOOC
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| Title: | MOOCs as LIS Professional Development Platforms: Evaluating and Refining SJSU's First Not-for-Credit MOOC |
|---|---|
| Language: | English |
| Authors: | Stephens, Michael, Jones, Kyle M. L. |
| Source: | Journal of Education for Library and Information Science. Fall 2014 55(4):345-361. |
| Availability: | Association for Library and Information Science Education. 2150 N 107th Street Suite 205, Seattle, WA 98133. Tel: 206-209-5267; Fax: 206-367-8777; e-mail: office@alise.org; Web site: http://www.alise.org/jelis-2 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2014 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Professional Development, Lifelong Learning, Open Education, Online Courses, Information Science Education, Online Surveys, Large Group Instruction, Pretesting, Educational Environment, Delivery Systems, Course Organization, Noncredit Courses, Curriculum Development, Curriculum Design, Qualitative Research, Student Surveys, Likert Scales, Student Educational Objectives, Success, Achievement Gains, Models, Program Improvement, Teaching Methods, Educational Opportunities, Participant Satisfaction, Student Attitudes |
| Geographic Terms: | California |
| ISSN: | 0748-5786 |
| Abstract: | Beyond for-credit offerings, some library and information science (LIS) schools are exploring MOOCs as a means to promote lifelong learning and professional development. Using web surveys and descriptive content analysis methods, this paper empirically addresses if, in LIS programs, MOOCs can fill a role and serve new populations of learners within large-scale learning environments. To do so, the authors use a MOOC they designed, built, and instructed as a test bed. Findings reveal that students did use the MOOC for professional development, that they expanded their knowledge and applied concept models learned in the course, and benefited from diverse viewpoints provided by the global community of learners. In addition to other findings, the research reveals that the authors' MOOC model was successful and there is significant opportunity for LIS programs to serve the profession through large-scale professional development learning environments like MOOCs. |
| Abstractor: | As Provided |
| Number of References: | 32 |
| Entry Date: | 2014 |
| Access URL: | https://dpi-journals.com/index.php/JELIS/issue/archive |
| Accession Number: | EJ1074321 |
| Database: | ERIC |
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| Abstract: | Beyond for-credit offerings, some library and information science (LIS) schools are exploring MOOCs as a means to promote lifelong learning and professional development. Using web surveys and descriptive content analysis methods, this paper empirically addresses if, in LIS programs, MOOCs can fill a role and serve new populations of learners within large-scale learning environments. To do so, the authors use a MOOC they designed, built, and instructed as a test bed. Findings reveal that students did use the MOOC for professional development, that they expanded their knowledge and applied concept models learned in the course, and benefited from diverse viewpoints provided by the global community of learners. In addition to other findings, the research reveals that the authors' MOOC model was successful and there is significant opportunity for LIS programs to serve the profession through large-scale professional development learning environments like MOOCs. |
|---|---|
| ISSN: | 0748-5786 |
