Learning Theories Supporting Massive Open Online Courses

Abstract

Learning theories lay at the core of every educational paradigm; especially applicable to MOOCs are the ones that originate in constructivism. Connectivism is a de facto learning theory that is framing the growing enthusiasm surrounding the design and the worldwide dissemination of MOOCs. This chapter shows how connectivism has become the digital age's natural successor to the stream of learning theories that preceded it, despite its questionable ability to fulfill the totality of pre-digital requirements drafted for learning theories. As a disruptive phenomenon, several obstacles to materializing the promise of inclusiveness and equality in access to learning that is signified by MOOCs remain, including learner autonomy, presence (cognitive, social and teacher's) and critical literacies, as well as recognition, validation and accreditation. Finally, fostering the widespread development of the set of educators' skills essential to fully implement connectivism is needed in order to fully reap the potential benefits of MOOCs.