Bridging the Transition into Credit Bearing Online Distance Learning

Online distance learning (ODL) is increasingly used by the University of Glasgow, to offer flexibility and access for a more diverse learner profile, including professional learners. This research-led institution also uses MOOCs to provide open access to learning materials, for outreach and recruitment purposes. This presentation highlights the results of learner experience research with participants of the Postgraduate Certificate (PGCert) in Art Crime and Antiquities Trafficking, who also completed the associated MOOC prior to programme entry. A pilot study incorporated semi-structured interviews with students enrolled on the PGCert, who had previously completed the MOOC. Participants were invited to reflect on how the MOOC contributed to their 1) foundation knowledge, 2) study skills, 3) digital literacies and 4) readiness for self-directed learning. Thematic analysis of the qualitative data was undertaken (Braun and Clarke, 2006). Nine of 30 learners volunteered to participate in the study. The MOOC stimulated enrolment by raising prospective participants' awareness of the programme, as well as enhancing motivation and confirming interest, and promoting self-efficacy. Students' preparedness for ODL was enhanced by unifying their prior knowledge, strengthening digital literacies, and promoting readiness for self-directed learning online. This presentation will explore how this research is informing the direction of ODL at Glasgow, and how the disruptive potential of MOOCs is being leveraged to enhance the student learning experience.