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Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles
Book chapter

Writing MOOEEs? Reconsidering MOOCs in Light of the OWI Principles

Beth L. Hewett and Scott Warnock
Handbook of Research on Writing and Composing in the Age of MOOCs, pp 17-38
01 Jan 2017
DOI: https://doi.org/10.4018/978-1-5225-1718-4.ch002
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Social Sciences
In this chapter, the authors consider the conundrum of a writing MOOC, which is both a counter-traditional type of college "course" and an experimental online venue that recently has gained, lost, and regained traction. Using the CCCC OWI Principles and current scholarship as grounding, the authors argue that MOOCs are too big and technologically unwieldy to be considered a traditional, credit-bearing writing course and that they are problematic even when the credit issue is removed from the equation. Issues include inherent accessibility, responsibilities to stakeholders, infrastructure challenges, needs for educator preparation and training, and compensation. The authors then reimagine the writing MOOC as a MOOEE, or massive open online educational experience, to take advantage of its relative benefits. Nonetheless, even reconceiving a MOOC as a MOOEE does not solve all of its problems when held against educational principles that address both learning and material conditions.

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1 citations in Web of Science
3 citations in Scopus

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#4 Quality Education

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