@article {
	title = {Implications of massive open online courses for higher education: Mitigating or reifying educational inequities?},
	year = {2015},
	month = {11/2015},
	author = {Literat, Ioana},
	keywords = {online education, internationalization, higher education policy, equity, e-learning, access},
	journal = {Higher Education Research & Development},
	volume = {34},
	issue = {6},
	pages = {1164-1177},
	issn = {1469-8366},
	abstract = {The proliferation of massive open online courses (MOOCs) has stirred a fervent debate about global access to higher education. While some commentators praise MOOCs for expanding educational opportunities in a more open and accessible fashion, others criticize this trend as a threat to current models of higher education and a low-quality substitute for traditional learning. Drawing on a comprehensive literature review of both academic and popular media sources, this article will explore the impact of MOOCs on the field of higher education, with a particular emphasis on their promise to enhance educational opportunities worldwide. Specifically, the analysis will focus on the four issues that have – so far – proven to be most significant in shaping the future of MOOC as an equalizing force in higher education: credit, pedagogy, internationalization, and, finally, legal and financial aspects.},
	refereed = {yes},
	doi = {10.1080/07294360.2015.1024624},
}