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Egloffstein, M., & Ifenthaler, D. (2017). Employee Perspectives on MOOCs for Workplace Learning. TechTrends: Linking Research & Practice to Improve Learning, 61(1), 65–70. https://doi.org/10.1007/s11528-016-0127-3
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Egloffstein & Ifenthaler (2017) argue that MOOCs provide a promising option for workplace-related learning. While workplace learning is typically more formalized than MOOCs, these informal learning opportunities provide participants  with a safe, flexible, and low-risk environment to build their skills. In their study of 119 corporate employees enrolled in MOOCs, they found that the content of the course was crucial. They preferred a focus on work-related issues presented in a flexible format. While the participants expect credentials to be offered upon completion of a MOOC, they doubt their value to employers. They reported more benefit to competency-based microcredentials as an alternative to MOOCs. In terms of the course experience, respondents prefered a structure that allowed them to customize the learning experience and apply what they're learning through problem-centered, workplace-focused course experiences.
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", "tags": [], "relations": {}, "dateAdded": "2017-03-01T15:51:41Z", "dateModified": "2017-03-01T16:03:59Z" } }, { "key": "I3EEWJPM", "version": 166, "library": { "type": "group", "id": 392763, "name": "Online Course Development", "links": { "alternate": { "href": "https://www.zotero.org/groups/online_course_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/392763/items/I3EEWJPM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/online_course_development/items/I3EEWJPM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3079668, "username": "mjhofe", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mjhofe", "type": "text/html" } } }, "creatorSummary": "Egloffstein and Ifenthaler", "parsedDate": "2017-01", "numChildren": 2 }, "data": { "key": "I3EEWJPM", "version": 166, "itemType": "journalArticle", "title": "Employee Perspectives on MOOCs for Workplace Learning", "creators": [ { "creatorType": "author", "firstName": "Marc", "lastName": "Egloffstein" }, { "creatorType": "author", "firstName": "Dirk", "lastName": "Ifenthaler" } ], "abstractNote": "Massive Open Online Courses (MOOCs) can be considered a rather novel method in digital workplace learning, and there is as yet little empirical evidence on the acceptance and effectiveness of MOOCs in professional learning. In addition to existing findings on employers' attitudes, this study seeks to investigate the employee perspective towards MOOCs in professional contexts and to further explore the acceptance of MOOCs for workplace learning. In a survey study, N = 119 employees from a wide range of enterprises were questioned with regard to motivation, credentials, and incentives related to participation in MOOCs. Findings indicate a high importance of on-the-job and career development learning purposes as well as a general interest in MOOC topics. Credentials are deemed necessary, yet their acceptance among the relevant stakeholders is considered rather low. Implications for design and implementation of MOOCs in digital workplace learning and for further research are discussed.", "publicationTitle": "TechTrends: Linking Research & Practice to Improve Learning", "publisher": "", "place": "", "date": "January 2017", "volume": "61", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "65-70", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "TechTrends: Linking Research & Practice to Improve Learning", "DOI": "10.1007/s11528-016-0127-3", "citationKey": "", "url": "https://link.springer.com/article/10.1007%2Fs11528-016-0127-3", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "87563894", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "COMPUTER assisted instruction", "type": 1 }, { "tag": "Employee", "type": 1 }, { "tag": "INTERNET in education", "type": 1 }, { "tag": "MOOC", "type": 1 }, { "tag": "Massive open online courses", "type": 1 }, { "tag": "ONLINE courses", "type": 1 }, { "tag": "Professional learning", "type": 1 }, { "tag": "Professional learning communities", "type": 1 }, { "tag": "VIRTUAL classrooms", "type": 1 }, { "tag": "Vocational education", "type": 1 }, { "tag": "WEB-based instruction", "type": 1 }, { "tag": "Workplace learning", "type": 1 } ], "collections": [ "IC2AC6BM" ], "relations": {}, "dateAdded": "2017-02-08T19:43:13Z", "dateModified": "2017-02-27T15:11:22Z" } }, { "key": "QZN92W6V", "version": 163, "library": { "type": "group", "id": 392763, "name": "Online Course Development", "links": { "alternate": { "href": "https://www.zotero.org/groups/online_course_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/392763/items/QZN92W6V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/online_course_development/items/QZN92W6V", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/392763/items/M58HCM2G", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3079668, "username": "mjhofe", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mjhofe", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "QZN92W6V", "version": 163, "parentItem": "M58HCM2G", "itemType": "note", "note": "
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Galanis, N., Mayol, E., Alier, M., & García-Peñalvo, F. J. (2016). Supporting, evaluating and validating informal learning. A social approach. Computers in Human Behavior, 55, 596–603. https://doi.org/10.1016/j.chb.2015.08.005
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Galanis, et, al. (2016) argue that it is important to consider informal learning as a significant form of learning for adults. They suggest that informal learning often relies on \"translating all the knowledge gathered through informal means to actual competencies\" (p. 599). They distinguish between competence (
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Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: benefits, obstacles and issues. ALT-J: Research in Learning Technology, 17(3), 233–247. https://doi.org/10.1080/09687760903247641
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In their study of eight educators, Aubusson, et, al. (2009) argue that mobile technologies are uniquely positioned to support teachers' professional learning. From accessing content to sharing resources and collaborating, mobile technologies empower educators to enhance their professional learning.
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It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. 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I.", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "CJPF79GI", "version": 165, "itemType": "webpage", "title": "Changing Course: Ten Years of Tracking Online Education in the United States", "creators": [ { "creatorType": "author", "firstName": "J. Seaman", "lastName": "Allen, E. I." } ], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "2013", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://www.onlinelearningsurvey.com/reports/changingcourse.pdf", "accessDate": "2017-02-27T14:27:54Z", "shortTitle": "", "language": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2017-02-27T14:27:54Z", "dateModified": "2017-02-27T14:31:00Z" } }, { "key": "8A623AEW", "version": 153, "library": { "type": "group", "id": 392763, "name": "Online Course Development", "links": { "alternate": { "href": "https://www.zotero.org/groups/online_course_development", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/392763/items/8A623AEW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/online_course_development/items/8A623AEW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/392763/items/CJPF79GI", "type": "application/json" } }, "meta": { "createdByUser": { "id": 3079668, "username": "mjhofe", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mjhofe", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "8A623AEW", "version": 153, "parentItem": "CJPF79GI", "itemType": "note", "note": "
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Allen, E. I., J. S. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Retrieved February 27, 2017, from http://www.onlinelearningsurvey.com/reports/changingcourse.pdf
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Kerrison, M. A., Leong Son, J., Grainger, B., & Tutty, C. (2016). Massive Open Online Courses (MOOCs) and their role in promoting continuing education. International Journal of Continuing Education & Lifelong Learning, 8(2), 106–127.

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Kerrison, et. al, (2016) report on evidence from MOOCs offered at the University of London. The report focuses on eleven MOOCs developed between 2013-2014 on topics ranging from ICT in Primary Education to Magna Carta and its Legacy to Understanding Research Methods. Students enrolled in the MOOCs were typically well-educated, with more than 60% of the participants holding either a Bachelor's or Master's degree. Of all the MOOCs offered, three focused specifically on education (Supporting Children with Difficulties in Reading and Writing, ICT in Primary Education, and What Future for Education?) had a much higher completion rate than other MOOCs offered at the University of London (90%, 59%, and 79%, respectively). The authors argue that \"students enrolling in Signature Track across all MOOCs are more likely to commit to completing their courses. Second, the results have indicated that the MOOCs with demonstrable benefits more directly relevant to professional development have a greater proportion of completion than those based on more general interest\" (p. 116). Sixty-two percent of the students enrolled in this education track of MOOCs indicated that they were motivated to explore the subject for a possible career change or enhancement. In this two-year period, 142 students who took one or more of the UL MOOCs subsequently enrolled in a degree program at the University.

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Zhenghao, C., Alcorn, B., Christensen, G., Eriksson, N., Koller, D., & Emanuel, E. J. (2015, September 22). Who’s Benefiting from MOOCs, and Why. Retrieved February 27, 2017, from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why
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In a survey of 780,000 people from 212 countries or territories who have completed a MOOC on the Coursera platform, Chen et, al. (2015) argue that MOOCs have a significant impact in terms of career and educational benefits. Seventy-two percent of “career builders” reported career benefits from completing a MOOC. Of these respondents, 33% reported a tangible benefit, such as finding a new job or starting a business. Eighty-five percent reported intangible benefits, such as enhancing skills for their current job (62%) or preparing themselves to pursue a new job (43%). Twenty-eight percent of respondents completed MOOCs for educational benefits.  Eighty-eight percent of these “education seekers” indicated that they received at least some educational benefit. Eighty-seven percent reported an intangible educational benefit, such as gaining knowledge in their field. Eighteen percent reported a tangible benefit, such as either earning credit towards a degree or credential or completing prerequisites for an academic program.
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Hone, K. S., & El Said, G. R. (2016). Exploring the factors affecting MOOC retention: A survey study. Computers & Education, 98, 157–168. https://doi.org/10.1016/j.compedu.2016.03.016
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Hone and el Said (2016) report on a survey of 379 university students in Cairo who participated in a MOOC of their choice. The study explored the factors that led to or inhibited course retention and completion. A questionnaire that was distributed to 486 students with a response rate of 78%. Thirty-two percent of the respondents indicated that they completed the MOOC they registered for. The data suggested that if the participants completed half of the MOOC content, they were very likely to complete the remainder of the course. Demographic data (age, gender, undergraduate/graduate) did not serve as a predictor of course completion. The perceived effectiveness of the course content and interaction with the instructor were the primary drivers of course retention and completion.

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