Perceptions of authority in a massive open online course

An intercultural study

Bjarke Lindsø Andersen, Jaitip Na-songkhla, Cathrine Hasse, Norizah @ Norazah Mohd Nordin, Norman Muhammad Helmi

Research output: Contribution to journalArticle

Abstract

Spurred on by rapid advances of technology, massive open online courses (MOOCs) have proliferated over the past decade. They pride themselves on making (higher) education available to more people at reduced (or no) cost compared to traditional university schemes and on being inclusive in terms of admitting vast numbers of students from all over the world. However, MOOCs tend to be tacitly based on the course designers’ lifeworlds, which results in the sidelining of participants whose lifeworlds are different. The authors of this article highlight culture as an important but often overlooked aspect in the research on, and the design and running of MOOCs. They begin with a review of the role of culture in MOOCs research and find that it has been somewhat ignored. Next, they present a methodological framework – the culture contrast method – with which to approach the decisive role culture plays in MOOCs. Third, coming from differing cultural backgrounds, they apply the culture contrast method in a case study, contrasting experiences, interpretations and perceptions of a particular MOOC. Their varying perceptions of how, when and why they experienced a presence of authority emerge as a consistent theme in their data. Through the analysis of their data, they distinguish between the MOOC as an assemblage, consisting of the online interface, the design and hardware they inhabit as course participants, and their respective lifeworlds as their local and situated different cultures. They argue that during the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the benchmark for what is deemed proper practice within a particular MOOC and it gives preferential treatment to some participants rather than others, thus actually undermining the professed inclusiveness of the MOOC format.

Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalInternational Review of Education
DOIs
Publication statusAccepted/In press - 9 Feb 2018

Fingerprint

hardware
interpretation
university
costs
education
experience
student

Keywords

  • authority
  • culture contrast
  • human–technology assemblage
  • lifeworld
  • massive open online course (MOOC)
  • MOOC design

ASJC Scopus subject areas

  • Education

Cite this

Perceptions of authority in a massive open online course : An intercultural study. / Andersen, Bjarke Lindsø; Na-songkhla, Jaitip; Hasse, Cathrine; Mohd Nordin, Norizah @ Norazah; Muhammad Helmi, Norman.

In: International Review of Education, 09.02.2018, p. 1-19.

Research output: Contribution to journalArticle

@article{eeb4164631df43ddaa9c600ffaff9c63,
title = "Perceptions of authority in a massive open online course: An intercultural study",
abstract = "Spurred on by rapid advances of technology, massive open online courses (MOOCs) have proliferated over the past decade. They pride themselves on making (higher) education available to more people at reduced (or no) cost compared to traditional university schemes and on being inclusive in terms of admitting vast numbers of students from all over the world. However, MOOCs tend to be tacitly based on the course designers’ lifeworlds, which results in the sidelining of participants whose lifeworlds are different. The authors of this article highlight culture as an important but often overlooked aspect in the research on, and the design and running of MOOCs. They begin with a review of the role of culture in MOOCs research and find that it has been somewhat ignored. Next, they present a methodological framework – the culture contrast method – with which to approach the decisive role culture plays in MOOCs. Third, coming from differing cultural backgrounds, they apply the culture contrast method in a case study, contrasting experiences, interpretations and perceptions of a particular MOOC. Their varying perceptions of how, when and why they experienced a presence of authority emerge as a consistent theme in their data. Through the analysis of their data, they distinguish between the MOOC as an assemblage, consisting of the online interface, the design and hardware they inhabit as course participants, and their respective lifeworlds as their local and situated different cultures. They argue that during the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the benchmark for what is deemed proper practice within a particular MOOC and it gives preferential treatment to some participants rather than others, thus actually undermining the professed inclusiveness of the MOOC format.",
keywords = "authority, culture contrast, human–technology assemblage, lifeworld, massive open online course (MOOC), MOOC design",
author = "Andersen, {Bjarke Linds{\o}} and Jaitip Na-songkhla and Cathrine Hasse and {Mohd Nordin}, {Norizah @ Norazah} and {Muhammad Helmi}, Norman",
year = "2018",
month = "2",
day = "9",
doi = "10.1007/s11159-018-9708-z",
language = "English",
pages = "1--19",
journal = "International Review of Education",
issn = "0020-8566",
publisher = "Springer Netherlands",

}

TY - JOUR

T1 - Perceptions of authority in a massive open online course

T2 - An intercultural study

AU - Andersen, Bjarke Lindsø

AU - Na-songkhla, Jaitip

AU - Hasse, Cathrine

AU - Mohd Nordin, Norizah @ Norazah

AU - Muhammad Helmi, Norman

PY - 2018/2/9

Y1 - 2018/2/9

N2 - Spurred on by rapid advances of technology, massive open online courses (MOOCs) have proliferated over the past decade. They pride themselves on making (higher) education available to more people at reduced (or no) cost compared to traditional university schemes and on being inclusive in terms of admitting vast numbers of students from all over the world. However, MOOCs tend to be tacitly based on the course designers’ lifeworlds, which results in the sidelining of participants whose lifeworlds are different. The authors of this article highlight culture as an important but often overlooked aspect in the research on, and the design and running of MOOCs. They begin with a review of the role of culture in MOOCs research and find that it has been somewhat ignored. Next, they present a methodological framework – the culture contrast method – with which to approach the decisive role culture plays in MOOCs. Third, coming from differing cultural backgrounds, they apply the culture contrast method in a case study, contrasting experiences, interpretations and perceptions of a particular MOOC. Their varying perceptions of how, when and why they experienced a presence of authority emerge as a consistent theme in their data. Through the analysis of their data, they distinguish between the MOOC as an assemblage, consisting of the online interface, the design and hardware they inhabit as course participants, and their respective lifeworlds as their local and situated different cultures. They argue that during the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the benchmark for what is deemed proper practice within a particular MOOC and it gives preferential treatment to some participants rather than others, thus actually undermining the professed inclusiveness of the MOOC format.

AB - Spurred on by rapid advances of technology, massive open online courses (MOOCs) have proliferated over the past decade. They pride themselves on making (higher) education available to more people at reduced (or no) cost compared to traditional university schemes and on being inclusive in terms of admitting vast numbers of students from all over the world. However, MOOCs tend to be tacitly based on the course designers’ lifeworlds, which results in the sidelining of participants whose lifeworlds are different. The authors of this article highlight culture as an important but often overlooked aspect in the research on, and the design and running of MOOCs. They begin with a review of the role of culture in MOOCs research and find that it has been somewhat ignored. Next, they present a methodological framework – the culture contrast method – with which to approach the decisive role culture plays in MOOCs. Third, coming from differing cultural backgrounds, they apply the culture contrast method in a case study, contrasting experiences, interpretations and perceptions of a particular MOOC. Their varying perceptions of how, when and why they experienced a presence of authority emerge as a consistent theme in their data. Through the analysis of their data, they distinguish between the MOOC as an assemblage, consisting of the online interface, the design and hardware they inhabit as course participants, and their respective lifeworlds as their local and situated different cultures. They argue that during the run of the course, lifeworld and assemblage collide and enact a cultural authority. This authority sets the benchmark for what is deemed proper practice within a particular MOOC and it gives preferential treatment to some participants rather than others, thus actually undermining the professed inclusiveness of the MOOC format.

KW - authority

KW - culture contrast

KW - human–technology assemblage

KW - lifeworld

KW - massive open online course (MOOC)

KW - MOOC design

UR - http://www.scopus.com/inward/record.url?scp=85041813968&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85041813968&partnerID=8YFLogxK

U2 - 10.1007/s11159-018-9708-z

DO - 10.1007/s11159-018-9708-z

M3 - Article

SP - 1

EP - 19

JO - International Review of Education

JF - International Review of Education

SN - 0020-8566

ER -