%0	Book Section
%A	Balaji, Venkataraman
%A	Kanwar, Asha
%B	MOOCs and Open Education around the World
%B	MOOCs and Open Education around the World
%B	MOOCs and Open Education around the World
%C	Vancouver, BC, Canada, North America
%D	2015
%E	Bonk, Curtis J.
%E	Lee, Mimi M.
%E	Reeves, Thomas C.
%E	Reynolds, Thomas H.
%I	Routledge
%K	developing countries
%K	higher education
%K	learner demographics
%K	MOOC
%K	OER
%P	1-13
%T	Changing the tune: MOOCs for human development? A case study (pre-print)
%U	http://hdl.handle.net/11599/882
%X	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
%8	06/2015
%*	yes
%>	https://www.oerknowledgecloud.org/archive/2015_Venkataraman-Kanwar_Changing-the-Tune.pdf