Calling for ideas and thoughts on researching MOOC more from a self-directed learning angle, or more from a seamless learning angle. With a link to a reference rich probation report on the subject of self-directed learning in mobile MOOC.

1. What would you do? Is learning
inside MOOC affected more by
seamless learning challenges (tech &
human) or by self-directed learning
capacities (human & tech)?
Inge Ignatia de Waard
You Heard It Here First seminar

2. The person, the research
Professional and project experience in
mobile learning, specifically developing
regions and health (Institute of Tropical
Medicine, Belgium)
Research on mLearning and MOOC since
2011 (Athabasca University, Canada)
PhD track: in second year, standing
before a fork in the road for the main
study for which I require your expertise
and ideas.

3. Why I need your expertise & insight
• Can one investigate SDL in a non-seamless
environment (which means learners must
cope with more then basic digital skills, they
must be IT-software-test-savvy)
• Can one research seamless learning in a online
learning environment which demands SDL?
What is most relevant, meaningful research?

4. Elements of Self-directed Learning SDL
Unclear for MOOC, but elements from mLearning, online learning and
some MOOC literature:
• Starting target population: adult learners (Knowles, 1975; Merriam,
2001)
• Online learning research related (e.g. Garrison, 1997 & 2003)
• Context(s) influence SDL (Song & Hill, 2007)
• Design influences SDL (Loyens, Magda, Rikers, 2008)
• MOOC dropouts might be related to SDL (Kop & Fournier, 2011)
• Seen in relation to Lifelong learning (Arrigo et al., 2012)

5. Elements of seamless learning
Coming from Mobile Seamless Learning (MSL) framework from Wong
and Looi (2011,), updated by Milrad et al. (2013), 10 characteristics:
• (MSL 1): encompassing formal and informal learning
• (MSL 2): encompassing personal and social learning
• (MSL 3): across time
• (MSL 4): across locations
• (MSL 5): ubiquitous access to learning resources
• (MSL 6): encompassing physical and digital worlds
• (MSL 7): combined use of multiple device types (tech)
• (MSL 8): seamless switching between multiple learning tasks
• (MSL 9): knowledge synthesis (prior, new knowledge,
multidisciplinary learning)
• (MSL 10): encompassing multiple pedagogical or learning activity
models (facilitated by teachers)

6. Pilot study: what - FutureLearn
2 closed beta courses in FutureLearn rolled out
from 27 August 2013 and lasted for 2 weeks.
These closed beta courses consisted of two courses
(The secret Power of Brands and New Ecology),
each of them providing two weeks of content and
interactions to the participants.

7. FutureLearn in development
Roll out courses
• Running alpha trial courses from 29 July 2013, quickly adapting for
optimal user experience
• Running beta closed courses from 27 August 2013, two weeks
• Rolling out first public beta courses from 15 September 2013, full
courses 8 – 10 week courses
Design
• Based on mobile learning principles: simple design, content in
bitesize chunks.
• Current: xMOOC: expert content delivery, share and peerdiscussion.
Pipeline
• Increased collaborative learning: e.g. group learning, learner based
content creation.

8. Pilot study: who
The target population: learners interested in FutureLearn
(website registration, answering social media & news
article calls).
• A purposeful sample: 59 FutureLearn course
participants, selected from pre-course online survey
based on:
– A diverse mobile device background (ranging from people
without mobiles to those having several)
– A mix of prior social media expertise (varying from none to
over 5 years of experience)
– A diverse view on the importance of collaborative learning
(varying from not at all important to very important)
– A diverse experience in MOOC or online learning in general
(ranging from no experience to multiple experiences)

9. Why a phenomenological approach?
Phenomenological research
is a strategy of inquiry in
which the researcher
identifies the essence of
human experiences about a
phenomenon as described
by participants.
The procedure involves
studying a small number of
subjects through extensive
and prolonged engagement
do develop patterns and
relationships of meaning
(Moustakas, 1994).

10. Current research focus
What are the learning experiences
of adult participants engaging in
individual and collaborative selfdirected learning using multiple
devices in a mobile MOOC?
Image from the JEPS
Bulletin
Underlying strands:
• Collaborative versus individual
online learning
• Mobile versus non-mobile
devices for learning

11. Method: 3 stages for collecting data
Expectations
Experiences
Reflections
Three phases:
• Phase 1 - expectations: using an online survey to all pilot study
participants before start of the FuturLearn course.
• Phase 2 – keeping learning diary logs: two learning diary logs: a
weekly and a daily learning log, used during learning moments.
• Phase 3 – reflections: one-on-one structured interviews - planned
once the course has finished (ongoing at this point).

12. Phase 1: pre-course online survey
• Tool used: SurveyMonkey (mobile)
• Data collected: prior to course
• Topics covered:
–
–
–
–
MOOC experience
mLearning experience
Social media experience
FutureLearn expectations

13. Phase 2: Learning Logs
Builds upon Vavoula’s (2005) learning diary
templates. The templates altered for research
(adding MOOC elements: social media,
collaborative learning)
• Daily learning log: reflects actual learning for
each day the participant engages in FutureLearn.
• Weekly learning log: reflects type of FutureLearn
interactions the participant engaged in

14. Phase 3: structured 1-on-1 interviews
Looking at the participants reflections on the course,
their devices used, their individual and collaborative
learning experiences, their overall evaluation of the
course and the strategies they adopted related to SDL.

15. Some Learning Log feedback
Positive, but with challenges:
General online learning challenges, out of reach of content provider:
• Hardware challenges
• Internet connection challenges
Challenges due to content provider
• Course tool problems
Specific design or organizational challenges
• Coping with stringed (one long list) of discussion threads as learner
activity
• Aware of beta course reality - environment in development
• Less support from teachers/tutors or help desk
Questions
• Non-mobile user learning logs returned (reason?) though
• Participant group of beta courses will differ from future learners

16. Thoughts
• Learning platform affordances will keep on
changing, so integral part of online learning, but
how to embed this change into research?
• Everyone looks at technology from their
background, but how does this fit within SDL?
• A seamless learning environment would be more
nourishing for learning? (assumption) but will it?
• SDL can be part of seamless learning, or not?
• What am I missing myself in the research doubts
or wishes I currently feel?

17. Main study: the fork in the way
Dilemma for the main study:
• Can one investigate SDL in a non-seamless
environment (which means learners must cope with
more then basic digital skills, they might need to be
IT-software-test-savvy)
• Can one research seamless learning in a online
learning environment which demands SDL?
• Where are my assumptions and might this provide
new insights?
• Or might a combination of the two result in an
interesting result?
What is most relevant, meaningful research?

18. Brainstorming seamless learning MOOC
draft rethinking of Wong & Looi (2011)
•
•
•
•
•
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•
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Encompassing Formal And Informal Learning (MSL1), Adding Lifelong Learning
Encompassing Personal And Social Learning (MSL2), Adding Collaborative
Learning
Learning Across Time And Location (Merging MSL3 And MSL4)
Ubiquitous Access To Learning Resources (MSL5), Adding The Cloud Based
Learning Resources
Encompassing Physical And Digital Worlds (MSL6), Adding Learning Across
Contexts
Combined Use of Multiple Devices (MSL7)
Seamless Switching Between Multiple Learning Tasks (MSL8), Adding Sharing
Learning Objects
Knowledge Synthesis (MSL9) Adding Learner Centered Learning
– Moving towards learner centered options
•
Encompassing Multiple Pedagogical Or Learning Activity Models (MSL10), Adding
Self-Directed Learning
– Self-directed learning skills
•
Adding Ethics and Durability To Seamless Learning
– Privacy and ethics implications for seamless learning with a global audience
– Importance of sustainable seamless learning for MOOC

19. Additions from OU colleagues
provided during Q/A seminar
•
Mary Thorpe: what do you mean by SDL? It is inevitable that participants will be confronted with
technological challenges in online learning, but how would you see seamless learning in relation to
SDL? The self is at the center of the learning, not the environment (I replied that I thought the
environment was part of the SDL – so something to think about).
•
Nicolas Van Labeke: Focusing on either the merger or the difference between all tech-driven
learning options (MOOC, mLearning, online learning). Is there a difference? Does the fact that you –
or FutureLearn people – use the best of all worlds (online learning, mLearning) result in the best
learning options for MOOC? That might not be the case.
•
Adrian Kirkwood: do not aim for the “perfect learning environment”. Years back the OU was
debating which VLE would be best suited for online learning (and I had similar experience when
working at the Institute of Tropical Medicine, on the same subject). Moodle came out on top,
because it features constructivist learning options. As Moodle was chosen, the course
developments started and when screening all courses that were built in Moodle up until now, it
becomes clear that most courses are simply not using a constructivist pedagogical approach.
Theory is not necessarily practice.
•
Mike Sharples: what about merging both seamless learning and SDL and see what the meeting
point of these two areas provides in terms of learning. Look at FutureLearn from both angles and
see what that provides.
•
Isabel Tasker: read up on learning agency idea.

20. References in the presentation
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Arrigo, M., Kukulska-Hulme, A., Arnedillo-Sánchez, I., & Kismihok, G. (2012). Meta-analyses from a collaborative project in
mobile lifelong learning. British Educational Research Journal, (ahead-of-print), 1-26.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
Garrison, D. R. (2003). Self-directed learning and distance education. In M. G. Moore & W. Anderson (Eds.), Handbook of
Distance Education (pp. 161-168). Mahwah, NJ: Lawrence Erlbaum.
Knowles, M. S. (1975). Self-directed learning. New York: association Press.
Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New Directions for adult and
continuing education, 2001(89), 3-14.
Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning
environment. International journal of Self-Directed Learning, 7(2).
Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with
self-regulated learning.Educational Psychology Review, 20(4), 411-427.
Milrad, M., Wong, L. H., Sharples, M., Hwang, G. J., Looi, C. K., & Ogata, H. (2013). Seamless Learning: An International
Perspective on Next Generation Technology Enhanced Learning. In Z. L. Berge & L. Muilenburg (Eds). Handbook of Mobile
Learning. Routledge.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
Song, L., & Hill, J. R. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of
Interactive Online Learning,6(1), 27-42.
Vavoula, G.; O'Malley, C. & Taylor, J. (2005). A study of mobile learning as part of everyday learning. In: Attewell,
Jill and Savill-Smith, Carol (Eds). Mobile Learning Anytime Everywhere: a Book of Papers from MLEARN 2004. (pp. 211–212).
London: Learning and Skills Development Agency.
Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the
literature. Computers & Education, 57(4), 2364-2381.
de Waard, Keskin, Koutropoulos (upcoming paper) Exploring future seamless learning research strands for MOOC.

21. Want to read more? Try this!
Have a look at the full probation report
which looks at:
• Difference between SDL and SRL (selfregulated learning)
• Similarities and challenges in online
learning, MOOC and mobile learning
• A pilot study and its
phenomenological approach
• And some research instruments
(including learning logs)
Read the full report at:
http://www.academia.edu/3700002/Probation_report_exploring_SelfDirected_Learning_in_mobile_MOOC_FutureLearn_by_merging_mLearn
ing_and_online_learning

22. Contact, networking, coffee
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publications:
http://www.ingedewaard.net/pubconsulpres.htm
Presentations: http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard
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