The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
A critical look at MOOCs
Book Chapter
Publisher Open education: From OERs to MOOCs, Springer-Verlag Berlin Heidelberg
Series Lecture Notes in Educational Technology
Edition 1, Chapter 7, Pages 135–147
Published August 2016

ABSTRACT
Massive Open Online Courses (MOOCs) are offered online to anyone who registers. There are no requirements to register and for those not wishing to receive course credit or a certificate indicating successful completion, there are no charges to enroll. As a result, enrollments can reach into the thousands. MOOCs are a recent twenty-first century phenomenon that emerged from the open educational resources movement and a course entitled “Connectivism and Connective Knowledge” offered in 2008 by George Siemens and Stephen Downes. There were a small number of students at the University of Manitoba who paid tuition and several thousand others who simply participated in the online course environment at no cost. Given the subject (connectivism) of that early MOOC and the fact that those not paying were there as part of an extended community gathered around the subject of the course, it is reasonable to conclude that the ‘C’ in MOOC stood for ‘course’ for registered participants and ‘community’ for those not registered. Since 2008, MOOCs have appeared in many places and have taken many forms. This chapter examines the growth of MOOCs and the roles that they can play in the context of learning and instruction. The argument herein is that it is a mistake to consider current MOOCs to be a new form of a distance learning course. Rather, current MOOCs should be viewed and evaluated not as courses but as communities of subject-specific participants.


ISBN: Hardcover 978-3-662-52923-2
ISSN: eBook 978-3-662-52925-6

Refereed: Yes
Rights: © 2016 Springer International Publishing AG



Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

Remarks on MOOCS and Mini-MOOCS
Spector, Michael J.
In an earlier issue of ETR{&}D, the editors provided an hierarchical framework of components to support learning and instruction. That hierarchy included information objects, knowledge objects, learning objects, ...
Match: Spector, Michael J., dynamic feedback

Toward empowering open and online education in the Arab World through OER and MOOCs
Jemni, Mohamed; Khribi, Mohamed Koutheair; Jemni, Mohamed; Kinshuk; Khribi, Mohamed Koutheair
Based on the various literature, studies, and surveys that the Arab League Educational, Cultural and Scientific Organization (ALECSO) conducted in the Arab region, it was obvious to figure out that there are disparate ...
Match: MOOCs

Clustering patterns of engagement in Massive Open Online Courses (MOOCs): the use of learning analytics to reveal student categories
Khalil, Mohammad; Ebner, Martin
Massive Open Online Courses (MOOCs) are remote courses that excel in their students’ heterogeneity and quantity. Due to the peculiarity of being massiveness, the large datasets generated by MOOC platforms require ...
Match: MOOCs

Exploring MOOC from education and Information Systems perspectives: a short literature review
Saadatdoost, Robab; Sim, Alex Tze Hiang; Jafarkarimi, Hosein; Mei Hee, Jee
Massive Open Online Courses (MOOCs) have gained significance as a new paradigm in education. MOOCs are open to any interested person and provide education products for a scalable number of learners who have access to ...
Match: MOOCs

Learning through engagement: MOOCs as an emergent form of provision
Walji, Sukaina; Deacon, Andrew; Small, Janet; Czerniewicz, Laura
Massive open online courses (MOOCs) are a new form of educational provision occupying a space between formal online courses and informal learning. Adopting measures used with formal online courses to assess the outcomes ...
Match: MOOCs

BC open: Open Ed chat: Dr. Jhangiani, open textbooks, TRU updates
Engle, Will; Lamb, Brian; Jhangiani, Rajiv; Lalonde, Clint
Audio recording from the BC Open Open Education Chat, a monthly series of online discussions on the state and progress of open education in British Columbia. This chat featured Dr. Rajiv Jhangiani from Capilano ...
Match: MOOCs

Higher education lecturers’ lived experience of going public in MOOCs
Olsson, Ulf
Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place ...
Match: MOOCs

Beyond the language classroom: Researching MOOCs and other innovations
Kan, Qian; Bax, Stephen
With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages ...
Match: MOOCs

MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners
Muñoz, Jonatan Castaño; Punie, Yves; dos Santos, Andreia Inamorato; JRC-IPTS
Headlines  MOOCs are an important part of non-formal learning for individuals with higher education experience, particularly those who are either unemployed or low earners.  MOOC certificates currently have ...
Match: MOOCs

Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey
Castaño-Muñoz, Jonatan; Kreijns, Karel; Kalz, Marco; Punie, Yves
While MOOCs are recognized nowadays as a potential format for professional development and lifelong learning, little research has been conducted on the factors that influence MOOC participation of professionals and ...
Match: MOOCs