Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education
| Published | May 2016 |
| Type of work | Special Issue: Massive Open Online Courses (MOOCs): ‘disrupting’ teaching and learning practices in higher education |
| Journal | British Journal of Educational Technology Volume 46, Issue 3, Pages 451–454 |
| Publisher | Wiley-Blackwell |
| Keywords | MOOC |
| Other number | 3 |
| Refereed | Yes |
| Rights | © British Educational Research Association |
| DOI | 10.1111/bjet.12281 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 172 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.
Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Open Educational Resources und Open Educational Practices – ein systematischer Literaturbericht im religionspädagogischen Horizont
Pirker, Viera; Pirner, Manfred L.
Open Educational Resources (OER) und Open Educational Practices (OEP) haben sich als zentrale Elemente der strategischen Entwicklung digitaler Bildungspraktiken etabliert, bleiben jedoch in der religionspädagogischen ...
Match: practices
MOOC: Making and open educational practices
Czerniewicz, Laura; Deacon, Andrew; Glover, Michael; Walji, Sukaina
MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original ...
Match: practices
OER in and as MOOCs
Czerniewicz, Laura; Deacon, Andrew; Walji, Sukaina; Glover, Michael; et al.
This chapter reports on the investigation into the production and rollout of four Massive Open Online Courses (MOOCs) at the University of Cape Town (UCT) in South Africa, and on the experiences of the educators ...
Match: mooc
Validation of non-formal MOOC-based learning: An analysis of assessment and recognition practices in Europe (OpenCred)
Witthaus, Gabi; dos Santos, Andreia Inamorato; Childs, Mark; Tannhauser, Anne-Christin; et al.
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following ...
Match: practices; mooc
Fostering open educational practices in cross-cultural contexts
Mwanza-Simwami, Daisy; McAndrew, Patrick; Madiba, Matete
The open content movement is breaking down traditional barriers to learning and resource sharing by promoting free access to Open Educational Resources (OERs) such as digital educational content and technological tools ...
Match: practices
A Qualitative Inquiry of K-12 Teachers' Experience with Open Educational Practices: Perceived Benefits and Barriers of Implementing Open Educational Resources
Tang, Hengtao
Teachers in K–12 schools have shown an increasing desire for open educational resources (OER) to ensure all students can learn effectively. OER provide teachers with free access to open-licensed educational resources ...
Match: practices
Extending the territory: From open educational resources to open educational practices
Ehlers, Ulf-Daniel
This article examines the findings of the recent OPAL report Beyond OER: Shifting Focus from Resources to Practices. In doing so, it defines current understanding of open educational resources and open educational ...
Match: practices
Into the Open: Shared Stories of Open Educational Practices in Teacher Education
DeWaard, Helen
Navigating through the Faculty of Education as a teacher educator in Canada is complex and complicated. Research literature calls for an intentional focus on media and digital literacies, and technological competencies, ...
Match: practices
Open educational practices in higher education: Institutional adoption and challenges
Murphy, Angela
Open educational resources and open education practices have the potential to lower costs and increase participation in higher education. One hundred and ten individuals from higher education institutions around the ...
Match: practices
Instructional designers and open education practices: Negotiating the gap between intentional and operational agency
Morgan, Tannis
In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty ...
Match: practices
