The forum community : the connectivist element of a marketing xMOOC

Dubosson, Magali (Haute école de gestion Fribourg (HEG-FR), HES-SO // Haute Ecole Spécialisée de Suisse Occidentale) ; Emad, Sabine (Haute école de gestion de Genève, HES-SO // Haute Ecole Spécialisée de Suisse Occidentale)

The marketing education community is well suited to be a leader in online education and the internet has proven a powerful tool in teaching a variety of marketing courses. Massive Open Online Courses (MOOCs) are one of the fastest growing approaches to teaching and learning in the new digital paradigm. They are categorized either as cMOOCs following a connectivist approach, or as xMOOCs based on behaviorist principles. In xMOOC environments, forums, if they function as a community, may however play a real connectivist role. This paper builds on the criteria of Herring (2004) in order to determine the existence and dynamics of a community in a Marketing MOOC. In a connectivist approach, forum participants request help, answer questions, discuss concepts and techniques and suggest application and additional learning material, thus co-creating knowledge. In today’s online teaching methods, users are included in multi-way processes which are not well accounted for in the literature often describing one-way processes. These dynamics may be key in ensuring a strong and well-functioning learning community. This research questions the existence of a clear distinction between cMOOCs and xMOOCs. It also observes that equal gender roles in marketing classes don’t seem to be replicated in MOOC environments, i.e. female participants appear to adopt lower profiles in MOOC forums.

Conference Type:
full paper
Economie et Services
HEG - Genève
CRAG - Centre de Recherche Appliquée en Gestion
Denver, USA, 14-16 April 2016
Denver, USA
14-16 April 2016
20 p.
Published in:
Proceedings of the MEA 2016 Conference
Numeration (vol. no.):
Appears in Collection:

Note: The status of this file is: restricted

 Record created 2016-10-14, last modified 2020-10-27

Download fulltext

Rate this document:

Rate this document:
(Not yet reviewed)