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AMP: A tool for characterizing the pedagogical approaches of MOOCs

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Swan K. , Day S. , Bogle L. , van Prooyen T.

nr 2 (54)

75-85

This article reports on the development and validation of a tool for characterizing the pedagogical approaches taken in MOOCs (Massive Open Online Courses). The Assessing MOOC Pedagogies (AMP) tool characterizes MOOC pedagogical approaches on ten dimensions. Preliminary testing on 17 different MOOCs demonstrated >80% inter-reliability and the facility of the measure to distinguish differing pedagogical patterns. The patterns distinguished crossed content areas and seemed to be related to what Sfard1 termed metaphors for learning - acquisition vs. participation.

Does The Use of Online Technology Improve Student’s Performance in Epidemiology?

100%

Alamu J. , Swan K. , Schroeder R.

nr 1 (48)

84-86

This article uses the validated measurement tool for the Community of Inquiry (CoI) framework in online settings to assess students’ perception of social presence, teaching presence, and cognitive presence, when a synchronous technological tool was utilized in a quantitative online graduate-level course.