Abstract
This paper is in response to the article entitled, “MOOCocracy: the learning culture of massive open online courses” (Loizzo and Ertmer, Educational Technology Research and Development, 64, 1013–1032: 2016). After summarizing the original study, this paper examines the value of Loizzo and Ertmer’s (2016) finding that massive open online courses (MOOCs) support a unique adult learning culture comprising a social learning democracy. It suggests a number of ways researchers can apply the concept of a learning culture and the themes of MOOCacracy to other online contexts and audiences. The paper also addresses some limitations of the original study—such as the need to ensure the themes of social learning democracy apply to content areas outside of the social sciences. The perspective concludes with suggestions for future research on the applicability and appropriateness of MOOCocracy in K-12 settings and the knowledge and skills leaners may need to participate in and benefit from a social learning democracy.
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Paek, S. A research perspective on the concept of learning culture: MOOCs and other online contexts. Education Tech Research Dev 69, 365–368 (2021). https://doi.org/10.1007/s11423-020-09924-9
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DOI: https://doi.org/10.1007/s11423-020-09924-9