TY - JOUR

T1 - Remain or Leave? Reflections on the pedagogical and informative value of a Massive Open Online Course on the 2016 UK referendum on EU membership

AU - St Denny, Emily Flore

AU - Glencross, Andrew

PY - 2017

Y1 - 2017

N2 - While the British electorate was asked to vote on a simple-sounding question during the UK referendum on EU membership in June 2016, the issues at play were extremely complex. In order to help potential voters make sense of the debate, the authors ran a free Massive Open Online Course (MOOC) on the referendum in the weeks leading up to the vote. The core of the MOOC featured all the common characteristics of this type of course: weekly video lectures, quizzes, question and answer sessions, forums and personal journals which participants could use to share and deliberate. This article reflects on the design and delivery of this course to assess its usefulness in an academic setting, especially when treating politically sensitive questions. In particular, we consider issues of format, participation, and interaction and also examine student outcomes as measured by a survey of users who completed the course. What this shows is that the ability of MOOCs to deliver on their initial promise as a revolutionary pedagogical tool for communicating knowledge remains somewhat limited. Nevertheless, the level of student satisfaction obtained and the desire expressed in discussion forums for more expert analysis outside conventional channels suggests there is probably a high demand for EU-related MOOCs.

AB - While the British electorate was asked to vote on a simple-sounding question during the UK referendum on EU membership in June 2016, the issues at play were extremely complex. In order to help potential voters make sense of the debate, the authors ran a free Massive Open Online Course (MOOC) on the referendum in the weeks leading up to the vote. The core of the MOOC featured all the common characteristics of this type of course: weekly video lectures, quizzes, question and answer sessions, forums and personal journals which participants could use to share and deliberate. This article reflects on the design and delivery of this course to assess its usefulness in an academic setting, especially when treating politically sensitive questions. In particular, we consider issues of format, participation, and interaction and also examine student outcomes as measured by a survey of users who completed the course. What this shows is that the ability of MOOCs to deliver on their initial promise as a revolutionary pedagogical tool for communicating knowledge remains somewhat limited. Nevertheless, the level of student satisfaction obtained and the desire expressed in discussion forums for more expert analysis outside conventional channels suggests there is probably a high demand for EU-related MOOCs.

M3 - Journal article

SP - 1422

EP - 1436

JO - Journal of Contemporary European Research

JF - Journal of Contemporary European Research

SN - 1815-347X

ER -