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This study examined instructor and learner experiences in a Journalism for Social Change (JSC) Massive Open Online Course (MOOC) designed to introduce learners around the world to constructive, solutions-based journalism techniques, as well as engage learners in developing news stories promoting positive change about critical child welfare (CW) issues. Mixed-methods were used to identify five themes across instructor and learner experiences. Results suggest MOOCs have the potential to increase learners’ journalism content knowledge and to mobilize citizen journalists around social justice topics impacting communities. This study adds to an ongoing body of work investigating MOOC design for changing attitudes. [ABSTRACT FROM AUTHOR]

Despite the increased attention given to MOOCs over the last four years, learners' voices have been noticeably absent. This virtual ethnographic study was designed to examine the experiences of 12 adult learners with bachelors' and masters' degrees, enrolled in a four-week MOOC on the topic of human trafficking. Through the lenses of self-directed learning and self-determination theories, we were interested in investigating learners' motivations for enrolling in the MOOC, their perceptions of success and completion, and barriers encountered while trying to complete the MOOC. Reasons for enrollment varied from personal enjoyment to professional development, and differing definitions emerged regarding completion or success in a MOOC. Implications of this study include a proposed conceptual framework of adult learner MOOC motivations and goals, which may inform the intentional instructional design of MOOCs to better meet adults' self-directed learning needs. Results also pointed to the potential for social science MOOCs to promote activism and attitudinal and social change. [ABSTRACT FROM AUTHOR]

This study examines a MOOC instructor's use of social presence, teaching presence, and dissonance for attitudinal change in a MOOC on Human Trafficking, designed to promote attitudinal change. Researchers explored the MOOC instructor's use of social presence and teaching presence, using the Community of Inquiry (CoI) framework as a lens, and examined the facilitation of attitudinal dissonance within the discussion forum, announcements and blog postings in the course. The instructor entered the MOOC with the idea of serving as a co-participant and a facilitation choice was made to address the issue of multiple perspectives and experiences. The instructional design focused on establishing a collaborative community of learners and this was demonstrated through a high number of social presence indicators but with significant use of all three areas in evidence. Findings present a detailed examination of instructor strategies in a MOOC designed to focus on the establishment of a collaborative learning community and can inform future instructional design and instruction of MOOCs in general and MOOCs for attitudinal change specifically. [ABSTRACT FROM AUTHOR]