<p>Innovations in technology are changing not only everyday
life for many individuals around the world but are also influencing the
expansion of online learning opportunities at an accelerated rate (Collins
& Halverson, 2<a></a>018; Mah, 2016). Online learning
platforms allow for scalability, flexibility, greater global access, and
innovative and new ways to deliver education (Goodman, Melkers, & Pallais,
2019; Kizilcec et al., 2019). Enrollments in online learning programs and
opportunities have seen significant growth in recent years (Seaman, Allen,
& Seaman, 2018; U.S. Department of Education, 2018) with continued and
steady growth expected into the future.
The ubiquity and newness of new online learning formats present a
challenge in linking research and practice.
Through three separate academic papers, the following dissertation discusses
and considers key questions and topics with regards to the use of digital
badges and Massive Open Online Courses (MOOCs), two types of emerging online
innovations and platforms, and aspects of their efficacy. The three papers respectively 1) identify and
discuss the theoretical and empirical foundations digital badges use in
specific learners groups by reviewing current literature; 2) highlight the
application of a use case in which digital badges have been implemented as a
means to offer training; and 3) explore the perceptions of MOOC instructors
toward quality learning in their courses in a case study. Conclusions are drawn and solutions as well
as potential future directions for research and practice of discussed. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12115389 |
| Date | 19 April 2020 |
| Creators | Jacob H Askeroth (8699952) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/ONLINE_LEARNING_THROUGH_EMERGING_INNOVATIONS_AND_PLATFORMS_DIGITAL_BADGES_AND_MOOCS/12115389 |
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