Changing the tune: MOOCs for human development? A case study (pre-print)
| Published | June 2015 |
| Book title | MOOCs and Open Education around the World Chapter 18, Pages 1-13 |
| Publisher | Routledge |
| Editors | Bonk, Curtis J. · Lee, Mimi M. · Reeves, Thomas C. · Reynolds, Thomas H. |
| Country | Canada, North America |
ABSTRACT
The Massive Open Online Course (MOOC) is covered in critical analysis as well as in popular media as a development exclusively bearing on the Higher Education sector (The Economist, 2014). This term has also acquired an informal brand connotation – it refers to a package of course offerings, platforms, and processes identified with three pioneering organizations, namely edX, Coursera, and Udacity who tend to offer lecture and content-based MOOCs or “xMOOCs.” A thoroughly informed analysis of MOOCs has tended to focus on their role and impact in higher education in North America (Hollands & Tirthali, 2014). In contrast, proponents of connectivist MOOCs or “cMOOCs” have focused on pedagogy and style (for example, see Siemens, 2014).Pre -print of Chapter 18 in MOOCs and Open Education around the World
Edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds
Routledge – 2015
Note: There may changes between this and the published version
| Keywords | developing countries · higher education · learner demographics · MOOC · OER |
| Published at | Vancouver, BC |
| Refereed | Yes |
| URL | http://hdl.handle.net/11599/882 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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