MOOCs and educational value
| Published | October 2016 |
| Book title | The Evolution and Evaluation of Massive Open Online Courses: MOOCs in Motion Chapter 1, Pages 1-10 |
| Series | The Cultural and Social Foundations of Education |
| Publisher | Palgrave Macmillan US |
| Country | United States, North America |
ABSTRACT
The term 'educational value' may be used to refer to several distinct kinds of value, which fit together in a complex pattern. This chapter reviews the most important kinds of value and then constructs a conception of educational value suitable for assessing the value of MOOCs as educational instruments. The key kinds of value of enduring importance in education are technical value – being good at various intellectual and practical arts, and use value – being good for some end. One subspecies of use value – beneficiality or being good for the good of a being – is of particular importance. Good education conduces to technical goodness that benefits learners. The book then addresses the twin questions: can MOOCs contribute to goodness at intellectual and practical arts, and are MOOCs beneficial – in the broadest sense – for learners?| Keywords | educational benefits · educational value |
| Published at | New York |
| ISBN | 978-1-349-85204-8 |
| Refereed | Does not apply |
| Rights | © The Author(s) 2016 |
| DOI | 10.1057/978-1-349-85204-8_1 |
| URL | https://doi.org/10.1057/978-1-349-85204-8_1 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 87 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
What are MOOCs?
Waks, Leonard J.
The large MOOC platforms were introduced against the background of the occupational and educational crises after 2008. The first Massive Open Online Courses, or MOOCs, were introduced in 2007 and entered the higher ...
Match: Waks, Leonard J.; educational benefits; educational value; United States; North America
Three contributions of MOOCs
Waks, Leonard J.
MOOCs can add value to higher education in three ways. First, MOOCs can benefit students and their families by improving the 'value proposition' of the investment in higher education. Second, MOOCs can help colleges and ...
Match: Waks, Leonard J.; United States; North America
The primary educational value of MOOCs
Waks, Leonard J.
The New York Times declared 2012 'The Year of the MOOC'; 2013 was the year of the rebound – when criticisms mounted and the MOOC hype balloon burst. Critics claimed that MOOCs were worthless both in narrowly ...
Match: Waks, Leonard J.; United States; North America
MOOCs and career qualifications
Waks, Leonard J.
Higher education offers 'secondary educational benefits' – credits and diplomas – which serve as job and career qualifications providing access to advantageous careers and social positions. Critics argue that MOOCs ...
Match: Waks, Leonard J.; United States; North America
The economic crisis and the rise of MOOCs
Waks, Leonard J.
When the major MOOC platforms were established in 2012, the economy and higher education were in crisis as a result of the 2008 financial collapse. Also, due to the long-term shift from industrial to information ...
Match: Waks, Leonard J.; United States; North America
Teaching Massive, Open, Online, Courses (MOOCs): Tales from the front line
Lowenthal, Patrick; Snelson, Chareen; Perkins, Ross
Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the ...
Match: United States; North America
Student engagement in massive open online courses
Sinclair, Jane; Kalvala, Sara
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of resource access and prediction of drop-out using learning analytics. In contrast, the ...
Match: United States; North America
A case study of work-based learning through the design of edX MOOCs for Latin America and the Caribbean
Freire, Fabian
This exploratory case study analyzed the reported learning experiences among the multidisciplinary practitioners employed in the development of edX courses for a pioneering MOOC program targeted at Latin America and ...
Match: United States; North America
The course as container: Distributed learning and the MOOC
Morris, Sean Michael; Stommel, Jesse; Layne, Prudence C.; Lake, Peter
Critics of MOOCs and connected learning environments in general assert that they are too susceptible to neoliberal motivations, that MOOCs propose to replace 1000 local instructors with one famous one, and that the ...
Match: United States; North America
Meaningful learner information for MOOC instructors examined through a contextualized evaluation framework
Douglas, Kerrie; Zielinski, Mitchell; Merzdorf, Hillary; Diefes-Dux, Heidi; Bermel, Peter
Improving STEM MOOC evaluation requires an understanding of the current state of STEM MOOC evaluation, as perceived by all stakeholders. To this end, we investigated what kinds of information STEM MOOC instructors ...
Match: United States; North America
