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ERIC Number: EJ1032506
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: ERIC
Reference Count: 1
ISBN: N/A
ISSN: ISSN-0158-7919
MOOCs: Getting to Know You Better
Bates, Tony
Distance Education, v35 n2 p145-148 2014
The six articles in this edition are fascinating, both in terms of their content, but even more so in their diversity. In most of the literature and discussion about MOOCs, there is a tendency to talk about instructionist MOOCs (i.e., xMOOCs) or connectivist MOOCs (i.e., cMOOCs; see Daniel, 2012). Although this is still a useful distinction, representing very different pedagogies and approaches, the articles in this edition show that MOOCs come in all sizes and varieties. Indeed, it is clear that the design of MOOCs is undergoing rapid development, partly as a result of more players coming in to the market, partly because of the kinds of research now being conducted on MOOCs themselves; and, sadly much more slowly, a recognition by some of the newer players that much is already known about open and online education that needs to be applied to the design of MOOCs, while accepting that there are certain aspects, in particular the scale, that make MOOCs unique. What is clear from these articles is that MOOCs raise some fundamental questions about the nature of learning in digital environments. In particular, the question of the extent to which learners need guidance and support in MOOCs, and how this can best be provided, were common themes across several of the papers, with no definitive answers.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A