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Virtually unlimited classrooms: Pedagogical practices in massive open online courses
Toven-Lindsey, Brit · Rhoads, Robert A. · Lozano, Jennifer Berdan

PublishedJanuary 2015
JournalThe Internet and Higher Education
Volume 24, Issue January 2015, Pages 1 - 12

ABSTRACT
Massive open online courses (MOOCs) have become a prominent feature of the higher education discourse in recent years. Yet, little is known about the effectiveness of these online courses in engaging participants in the learning process. This study explores the range of pedagogical tools used in 24 MOOCs, including the epistemological and social dimensions of instruction, to consider the extent to which these courses provide students with high-quality, collaborative learning experiences. Findings suggest that the range of pedagogical practices currently used in MOOCs tends toward an objectivist-individual approach, with some efforts to incorporate more constructivist and group-oriented approaches. By examining MOOCs through the lens of engaged teaching and learning, this study raises concerns about the degree to which MOOCs are actually revolutionizing higher education by using technology to improve quality, and challenges educators to strive for more creative and empowering forms of open online learning.

Keywords critical pedagogy · engaged teaching and learning · MOOC · online education · student engagement

ISSN10967516
RefereedYes
Rights© 2014 Elsevier Inc. All rights reserved.
DOI10.1016/j.iheduc.2014.07.001
URLhttp://www.sciencedirect.com/science/article/pii/S1096751614000542
Other informationThe Internet and Higher Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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