Introduction: About myself

 Week 12 Reflections on MOOCs, Open Education, and Self-Directed Learning

Article 1: Openness in Education as Praxis: Insights from Collective Voices

In their article, Bozkurt et al. (2023) discuss the concept of openness in education as more than just a theoretical idea but as a practical and collective effort. They explore how educators and learners from diverse contexts share their experiences with open educational practices (OEP). What stood out to me was how openness goes beyond access to content—it encompasses collaboration, sharing, and creating knowledge collectively.

One key point that resonated with me is the emphasis on openness as a praxis—a transformative practice rather than merely a philosophy. It challenges traditional educational systems by fostering a culture of sharing, transparency, and collaborative learning. This perspective is both inspiring and challenging, as it calls for a shift from individual to collective agency in education.

I appreciated how the authors collected individual testimonials to highlight collective experiences. It made me think about my own educational context and how adopting a more open mindset could enrich not only my practice but also my students’ learning experiences. The article made me reflect on the potential of OEP to democratize education, especially in underrepresented communities. However, I do wonder how institutions will navigate the balance between maintaining standards and promoting open, flexible practices.

 

Article 2: Building Community Among Adolescent MOOC Learners: A Case from Nepal

In their study, Li, Bonk, and Zhu (2024) examine the development of local learning communities among K-12 MOOC learners in Nepal. They found that creating a sense of community was crucial for sustaining engagement and enhancing learning outcomes. The most intriguing finding was that local support networks, such as peer collaborations and community facilitators, significantly impacted learners’ persistence and success in online courses.

One challenge highlighted was the lack of digital infrastructure, which required creative community-driven solutions to keep learners connected. This resonates with the broader conversation about digital equity in online learning environments. It was encouraging to see how adolescents took ownership of their learning by forming informal study groups and helping each other navigate course content.

This study reminded me of the importance of contextualizing online education. The idea of leveraging local communities to bridge digital divides can be a model for other regions facing similar challenges. However, the article also made me think about the sustainability of such community-driven initiatives—how do we ensure that these learning networks persist even after the initial enthusiasm fades?

 

Article 3: Generative AI as a Question Formulation Coach: Potential and Challenges

The third article by Kim, Wang, and Bonk (2025) presents the novel idea of using generative AI as a coach to help students develop their question formulation skills. This concept fascinated me because, often, students struggle with asking the right questions, which is fundamental to critical thinking. The study explores how AI can guide students through iterative question formulation, providing feedback on clarity, relevance, and depth.

I found it intriguing that students responded positively to AI’s role as a non-judgmental coach, which made them more comfortable experimenting with different question types. This is a refreshing take on how AI can support rather than replace human instructors. However, the study also acknowledges potential drawbacks, such as the risk of students becoming too reliant on AI for thinking processes, which could hinder their independent inquiry skills.

One aspect I disagree with is the assumption that all students will be equally open to AI interventions. While some may find it liberating, others might feel that it interferes with their personal cognitive processes. It would be interesting to see how this approach scales in more diverse learning environments.

 

Concluding Thoughts

These three articles collectively highlight the evolving landscape of education, driven by openness, community engagement, and AI integration. What ties them together is the common theme of empowering learners, whether through open educational practices, local community support, or AI-driven coaching.

As I reflect on these readings, I am left wondering how educators can balance innovation with traditional practices. Should openness be the norm, or should it coexist with more conventional methods? How can community learning be nurtured without imposing rigid structures? And, as generative AI becomes more prevalent, how do we ensure it complements rather than dominates the human element in education?

References

Bozkurt, A., Bonk, C. J., et al. (2023). Openness in education as a praxis: From individual testimonials to collective voices. Open Praxis, 15(2), 76–112. https://doi.org/10.55982/openpraxis.15.2.574

Li, Z., Bonk, C. J., & Zhu, M. (2024). Community in the open: Supports, challenges, and impacts of local learning communities of K-12 adolescent MOOC learners from Nepal. Online Learning, 28(3), 497-523. https://doi.org/10.24059/olj.v28i3.3463

Kim, P., Wang, W., & Bonk, C. J. (in press, 2025). Generative AI as a coach to help students enhance proficiency in question formulation. Journal of Educational Computing Research. https://doi.org/10.1177/07356331251314222