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Designing for quality?

TitleDesigning for quality?
Publication TypeBook Chapter
Year of Publication2018
AuthorsLittlejohn, A., & Hood N.
PublisherReconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs
Series TitleSpringerBriefs in Open and Distance Education
Chapter5
Pagination79–94
Date Published04/2018
Secondary PublisherSpringerBriefs in Education
Place PublishedSingapore
ISBN Number978-981-10-8893-3
Keywordslearner's point of view, MOOC, MOOC quality measurement, motivations
Abstract

There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts' perceptions of how to measure quality in MOOCs, using empirical data we gathered through conversations with MOOC specialists. In their experience, while data can be helpful in understanding quality, the metrics measured are shaped by underpinning assumptions and biases. In conventional education, it is assumed that the learner wants to follow a course pathway and complete a course. However, this assumption may not be valid in a MOOC. Quality data might not capture the underlying goals and intentions of MOOC learners. Therefore, it is difficult to measure whether or not a learner has achieved his or her goals. We stress the need to explore quality metrics from the learner's point of view and to encompass the variability in motivations, needs and backgrounds, which shape conceptions of quality for individuals.

URLhttps://doi.org/10.1007/978-981-10-8893-3_5
DOI10.1007/978-981-10-8893-3_5
Rights

© The Author(s) 2018

Refereed DesignationRefereed
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