Research insights

A short summary of the work in progress paper ‘What are the expectations of disabled learners when participating in a MOOC?’ which was presented at L@S: Fourth Annual ACM Conference on Learning at Scale By Francisco Iniesto, PhD research student, Open World Learning, Institute of Educational Technology, The Open University MOOCs are making low cost learning opportunities…

A research-based insight into FutureLearners. Part 4: The ‘Leisure’ archetypes. By Tracey Walker, User Experience Researcher at FutureLearn In part one, Tracey explained how the research and data team at FutureLearn set out to understand more about our learners. You can read more about this in Part 1: what we did and why. In part…

A snapshot of research into what we know about how FutureLearners learn. By Matt Jenner SFHEA, Learning Developer at FutureLearn Our purpose, at FutureLearn, is to help everyone fulfil their potential in a changing world, by transforming access to education. Rightfully, we’re not alone, but bold statements need to give evidence of their impact. Our…

Elaine Beirne, a researcher in The Ideas Lab at the National Institute of Digital Learning (NIDL) in DCU, and inaugural OLC Emerging Scholar, is researching the emotions of beginner language learners in Irish language MOOCs. Originally appeared on NIDL’s blog.  Many people believe that online learning can be a lonely journey for a learner and…

Ang Davies, senior lecturer in clinical bioinformatics and genomics at the University of Manchester looks at the pros and cons of the University of Manchester’s recent clinical bioinformatics MOOC. Originally appeared in Times Higher Education.  Genomics, the study of people’s genetic make-up, is revolutionising healthcare. Expanding far beyond the field of clinical genetics, it is now being…

A short blogpost on the subject of what MOOC learners like and dislike, originally published on Evalu-ate Written by Kerrie Douglas, Assistant Professor and Gaurav Nanda, Postdoctoral Research Assistant, Purdue University  Massive open online course (MOOC) learners vary widely in background and learning objectives. MOOCs are still trying to understand their learners better and provide…

The team at Stellenbosch University looks at African philosophies and practices that are placed at the centre of learning and how teachers and students on the continent can use the concepts of ubuntu (human interdependence) and ukama (relationality) to come up with homegrown solutions for societal and educational concerns. Originally appeared in The Conversation.  These were two of the questions we sought…

Matt Cornock, Online CPD Coordinator at the National STEM Learning Centre writes about supporting different modes of study and designing online courses with extended availability in mind. Online CPD courses from the National STEM Learning Centre encourage learners to actively participate, explore ideas together and take the time to reflect on their practice. An increasing number of…

Wellcome Genome Campus Advanced Courses and Scientific Conferences launched its first biomedicine courses on FutureLearn earlier this year. Working with internationally-renowned scientists and healthcare professionals, the team’s expert courses are aimed at research scientists, clinicians and healthcare professionals, as well as students and the wider public who are interested in learning more about genomics, biomedical…

Professor Andy Parsons is one of the most enthusiastic educators on FutureLearn. His course, Exploring Everyday Chemistry, or in his own words “A MOOC with no gobbledegook“, has proved hugely successful not just on the platform but in terms of admissions for the University of York.  Andy, who is also Head of Admissions for the…