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MirandaNet Fellowship Profiles (MirandaNet Archive - as of March 2015)
I am a graduate student at the Institute of Education (IOE), University of London. I am doing my graduate study in European Master's in Lifelong Learning, under the Erasmus Mundus scholarship scheme initialised by the European Union. Since this program utilises a mobility scheme, in the past three semesters I have had the opportunity to study in Copenhagen (Aarhus University) and Bilbao (Universidad de Deusto). I am currently doing my thesis in IOE (London).
My background is actually in Journalism. I used to work for almost seven years as a reporter/journalist for different publications in Indonesia and Australia. Finally I discovered teacher and have been hooked ever since. Before accepting the scholarship offer, I had been working as a teacher and a lecturer in a primary school and a university in Surabaya and Bali, Indonesia.
In terms or my area of interest, I am interested in the Massive Open Online Courses (MOOCs) in how the learning design (environment) influences learners' learning experience. In particular I am interested in investigating how the openness of MOOCs is perceived by various types of learners and how big is the role in successful learning. Currently I am working on a dissertation on elements of openness in MOOCs that impacts on the learning habit and triggers a decision to complete or drop out from a MOOC. Using a phenomenographic approach, I conducted a small-scale study in which I interviewed eight MOOCs learners from various backgrounds (educational, sociological and geographical) to find out their perceptions and experiences in taking MOOCs, and what makes them decided to carry on or stop learning from online courses environment altogether. In this dissertation, I am arguing that perhaps defining the "success" of MOOCs from the point of view of completion rate is not the right approach, as, data shows that learners do learn something out of MOOCs, regardless of the issue of completion. I am hoping that the research will be helpful for educators, especially those working in online teaching/learning, to get an insight into how learners learn, and can design an environment that is effective in encouraging the habit of online learning.
I have been largely interested in how people learn in an online environment, and how knowledge is perceived in an environment where system tends to be initial and is yet to mature. I would like to know and see how these conceptions of open and online learning that learners might have influence their learning habits and their study success. I come from Indonesia, where access to ICT infrastructure is still in its initial stage, and so, learning in an open and online environment has proven to be a challenge. My future research plan is to compare online learning designs that have already existed so far, in order to understand how they contribute to students' learning success.
Currently I am working on my dissertation at the Institute of Education (IOE), University of London - as a part of my master's study. I am researching into the Massive Open Online Courses (MOOCs) in terms of its openness and how this particular element influences learners' study habits and triggers their decisions to carry on and complete the MOOCs or drop out. I have done a small-scale process involving eight learners from various geographical, education, and socio-economical background in a phenomenographic approach. I am currently working on the data analysis and I hope that the research finding will be helpful for fellow researchers/MOOCs participants in understanding how learners learn on MOOCs, and, eventually, how MOOCs designers can design a learning environment that is efficient and supportive for learning habit.
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