Mentored Open Online Communities (MOOCs) as a Third Space for Teaching and Learning in Higher Education
Online learning environments have been promoted as educational innovations with tremendous potential. Originally framed as massive open online courses (MOOCs), large-scale, open, online learning experiences have gained significant attention under the dichotomised umbrellas of either revolutionising education or failing the schools. To provide a third space for teaching and learning in higher education institutions, modified the original framing of MOOC to develop our own mentored open online community (MooC). This chapter explores a case study of a social media project that evolved around the hashtag #WalkMyWorld and developed into this alternative type of online learning experience. A group of university teacher educators sought to break through dichotomous perspectives by experimenting with a hybrid environment 'removed' but still embedded within face-to-face classes, allowing participants to communicate, socialise and learn in a flexible, open environment. #WalkMyWorld was conceived as a third space to support learners in online spaces, offering a new organisational structure within face-to-face undergraduate and graduate-level education courses.
Ringler Pet, S., Silvestri, K., Loomis, S., O'Byrne, W. I., & Kist, W. (2017). Mentored open online communities (MooCs) as a third space for teaching and learning in higher education. In R. Bennett & M. Kent (Eds.), Massive open online courses and higher education: what went right, what went wrong and what next? (ch.10). Routledge. Doi: 10.4324/9781315594248