Impact of an open online course on the connectivist behaviours of Alaska teachers

Lee Graham, Virgil Fredenberg


In this article we will describe a continuum of development towards knowledge generation and networked learning which emerges as practising teachers participate in a connectivist experience offered through an open online class (OOC) learning design. We believe that this design offers an opportunity to provide authentic professional development and collaboration particularly for those teachers in remote areas such as in the Alaska bush. Research remains in progress; however, current findings indicate that those teachers who valued the connectivist experience indicate a desire to promote these experiences with their own students. Content analysis of interviews, focus group transcripts and Twitter transcripts reveal four distinct stages of awareness of values necessary for success in the OOC. Of the practising teachers who enrolled, 98% were successful in completing the OOC for credit; however, 20% remained resistant to connectivist pedagogy throughout the experience.


MOOC, OOC, Open Education, Innovative Education, Social Media, Online Learning

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