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This chapter reviews various learning theories about e-pedagogical strategies for the effective use of massive open online courses (MOOCs) in higher education. E-pedagogical strategies refer to the various teaching methods or approaches used by educators when encouraging students to engage with online learning. An up-to-date broad knowledge of learning theories is required by educators to inform and inspire their teaching approaches. Before developing lesson plans, educators should have a clear idea of the learning outcomes which they hope the learners will achieve by engaging with the lessons, be they delivered on or off line. By knowing the desired learning outcomes in advance of developing the lesson plans, educators have the opportunity to consider various learning theories, teaching methods, and pedagogical strategies to select the most appropriate one(s) to use when creating course content for MOOCs. The chapter continues the discussion on ‘ePedagogy and interactive MOOCs’ from the perspective of addressing the topic of ‘ePedagogy and students’ use of HCI (integrating interactivity into asynchronous MOOCs).
O'Donnell, E., Lawless, S., Sharp, M., & O'Donnell, L. (2015). Learning Theories: ePedagogical Strategies for Massive Open Online Courses (MOOCs) in Higher Education. In E. McKay, & J. Lenarcic (Eds.) Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 92-118). Hershey, PA: Information Science Reference. DOI:10.4018/978-1-4666-8324-2.ch006