@inbook {
	attachments = {2015_Venkataraman-Kanwar_Changing-the-Tune.pdf},
	title = {Changing the tune: MOOCs for human development? A case study (pre-print)},
	author = {Balaji, Venkataraman and Kanwar, Asha},
	editor = {Bonk, Curtis J. and Lee, Mimi M. and Reeves, Thomas C. and Reynolds, Thomas H.},
	abstract = {The Massive Open Online Course (MOOC) is covered in critical analysis as well as in popular media as a development exclusively bearing on the Higher Education sector (The Economist, 2014). This term has also acquired an informal brand connotation – it refers to a package of course offerings, platforms, and processes identified with three pioneering organizations, namely edX, Coursera, and Udacity who tend to offer lecture and content-based MOOCs or “xMOOCs.” A thoroughly informed analysis of MOOCs has tended to focus on their role and impact in higher education in North America (Hollands & Tirthali, 2014). In contrast, proponents of connectivist MOOCs or “cMOOCs” have focused on pedagogy and style (for example, see Siemens, 2014).

Pre -print of Chapter 18 in MOOCs and Open Education around the World
Edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds
Routledge – 2015
Note: There may changes between this and the published version},
	year = {2015},
	month = {06/2015},
	publisher = {Routledge},
	pages = {1-13},
	address = {Vancouver, BC},
	country = {Canada},
	url = {http://hdl.handle.net/11599/882},
	refereed = {yes},
	keywords = {developing countries, higher education, learner demographics, MOOC, OER},
}