The next game changer: The historical antecedents of the MOOC movement in education
| Published | May 2013 |
| Journal | eLearning Papers Volume 33, Issue May 2013, Pages 1-7 |
| Publisher | elearningeuropa.info |
| Editors | Mor, Yishay and Koskinen, Tapio |
| Country | Spain, North America |
ABSTRACT
Though the history of massive open online courses is very short, scholars can gain insights by looking at similar movements in the past. This paper examines several historical moments in education to develop an understanding of MOOCs and their future.Specifically, this paper explores two developments that resemble the discourse surrounding MOOCs—the emergence of studia particulare and generale in medieval Europe and the monitorial educational systems of the early nineteenth century. It also looks at several other educational innovations that have been seen as disruptive to the status quo of education. These include land-grant institutions in the United States in addition to the University Without Walls and open education movements of the 1960s and 1970s. These previous movements are very instructive as proponents of MOOC educational systems develop strategies for promoting MOOCs and giving them lasting resonance in the digital age.
| Keywords | change in higher education · History · MOOC |
| Published at | Barcelona |
| ISSN | 1887-1542 |
| Refereed | No |
| Rights | by-nc-nd/3.0 |
| URL | http://elearningeuropa.info/en/article/The-Next-Game-Changer%3A-The-Historical-Antecedents-of-the-MOOC-Movement-in-Education?paper=124335 |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 76 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
All things considered: Educational radio as the first MOOCs
Dousay, Tonia A.; Janak, Edward
Those who do not learn history, even educational technology history, are doomed to repeat it. Every windshield has a rear-view mirror: using historical trends can yield lessons and guidance as we navigate the future. ...
Match: History; MOOC; North America
Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, Inés; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; Spain
The AlphaMOOC: Building a Massive Open Online Course one graduate student at a time
McCallum, Carmen; Thomas, Stephen; Libarkin, Julie C.; Mor, Yishay; Koskinen, Tapio
Traditionally, developing courses in higher education involves a single individual working to build materials that will be implemented by that individual. More rarely, groups work together to build ...
Match: MOOC; Spain; North America
Report of the massive open online course on introduction to technology-enabled learning (TEL MOOC)
Cleveland-Innes, Martha; Ostashewski, Nathaniel; Wilton, Daniel; Murphy, JoAnne
This is a report on the Massive Open Online Course (MOOC) on Introduction to Technology-Enabled Learning (TEL) organised by Athabasca University, Canada in collaboration with the Commonwealth of Learning from January 9 ...
Match: MOOC; North America
From a small Liberal Arts college to the world: Our blended courses, SPOC, and MOOCs in Italian Studies
Bartalesi-Graf, Daniela; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
In this contribution I focus on the structure and contents of an online course in the Italian language and culture offered through different venues and formats, i.e. as a summer SPOC (Small Private Online Course); as a ...
Match: MOOC; Spain
Toward a typology of MOOC activity patterns
Bachelet, Rémi; Chaker, Rawad; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper aims at understanding MOOC learners' activity patterns, taking into account factors like personal schedule, traditional working hours, domestic time, nighttime and their relation with MOOC course opening ...
Match: MOOC; Spain
The future of MOOCs: Adaptive learning or business model?
Daniel, John; Vázquez Cano, Esteban; Gisbert, Mercè
Currently, many MOOCs are designed as a collection of videos with a forum using some traditional distance learning models, but they do not promote adaptive and personalized learning. These features, together with the ...
Match: MOOC; Spain
Los MOOC: ¿sustituto o complemento de la formación tradicional?
Aguado Franco, Juan Carlos
Los cursos online, masivos y abiertos (massive open online courses [MOOC]) representan uno de los máximos exponentes del uso de las nuevas tecnologías en la educación, pues eliminan las barreras físicas y permiten ...
Match: MOOC; Spain
E-learning, B-learning, M-learning and the technical and pedagogical aspects on the new platform trends as massive open online courses
da Silva, Viviane; de Souza, Ranniery
This article is based on the doctoral research conducted at the University of Minho in Education with specialization in Educational Technology, the research presents the technical and pedagogical aspects of e-learning, ...
Match: MOOC; Spain
Effect of free certificate discontinuation in completion rates of MOOC
Despujol, Ignacio M.; Turró, Carlos; Castañeda, Linda; Busquets, Jaime; et al.
Completion rates have been a controversial topic since Massive Open Online Courses (MOOCs) became mainstream in 2012. In January 2016, based in previous trials, edx.org discontinued the free honor code certificate for ...
Match: MOOC; Spain
