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ERIC Number: EJ1032561
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0158-7919
Beyond Hype and Underestimation: Identifying Research Challenges for the Future of MOOCs
Fischer, Gerhard
Distance Education, v35 n2 p149-158 2014
Massive open online courses (MOOCs) have generated enthusiasm, excitement, and hype worldwide and recently increasing skepticism. They are being broadly discussed in the major news media (and to a smaller extent in academic circles). Rapidly increasing numbers of MOOC providers, MOOC courses and articles, discussion groups, and blogs discussing MOOCs are indicators of the involvement of many stakeholders. Most of these analyses and developments are based on economic perspectives (such as scalability, productivity, and being free) and technology perspectives (including platforms supporting large number of students in online environments, enrichment components such as forums, peer-to-peer learning support, and automatic grading). Few contributions analyze MOOCs from a learning science perspective and put them into a larger context with other approaches to learning and education. This commentary explores challenges derived from the perspective to conceptualize MOOCs as being one component in a rich landscape of learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A