The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
From books to MOOCs? Emerging models of learning and teaching in higher education
Henderikx, Piet · Ruhl, Paul · Kjeldstad, Berit · Gore, Tim · Karlsson, Gunnar · Janson, Sverker · Tirthal, Devayani · Cusumano, Michael A. · Middlehurst, Robin · dos Santos, Andreia Inamorato · Punie, Yves · Munoz, Jonatan Castano · Haywood, Jeff · Breslow, Lori · Fischer, Gerhard · Brown, Mark · Dillenbourg, Pierre · Li, Nan · Kidziński, Łukasz · Laurillard, Diana · Corte, Erik De · Engwall, Lars · Teichler, Ulrich

PublishedMarch 2016
Type of workProceedings from a symposium held in Stockholm, 23 May 2015
PeriodicalEdition Wenner-Gren International Series, Series Volume 88, Pages 1-175
PublisherPortland Press Limited
EditorsEngwall, Lars · Corte, Erik De · Teichler, Ulrich
CountryUnited Kingdom

Massive open online courses (MOOCs), which first appeared in the USA in 2008, have, of late, been hyped in the higher education space, and have evolved substantially world-wide in the last few years. In view of the fact that past applications of technological tools in education have not redeemed the high expectations for innovation, an interesting question is whether this latest development in the use of ICT will fundamentally change and improve higher education. A particularly important issue concerns how and to what degree it will have an impact on policies and practices of learning and teaching in higher education institutions. In this volume, researchers in the field of educational technology, MOOC developers and users critically analyse and discuss the current state-of-the-art from different perspectives. In addition, the volume presents views on possible future developments and influences of open and flexible digital learning and teaching. This book is based on the presentations and discussions at a symposium held in Stockholm in late May 2015, arranged jointly by the Academia Europaea and the Wenner-Gren Foundations.


Frontmatter (Preface, Contributors, Abbreviations)

The hype of MOOCs
Erik De Corte, Lars Engwall and Ulrich Teichler

Part I: MOOCs, Teachers and Students How should professors adapt to the changing digital education environment?
Diana Laurillard

The complications of the orchestration clock
Pierre Dillenbourg, Nan Li and Łukasz Kidziński

MOOCs as social practice: a kaleidoscope of perspectives
Mark Brown

MOOCs as components of rich landscapes of learning
Gerhard Fischer

Part II: Research on MOOCs MOOC research: some of what we know and avenues for the future
Lori Breslow

Learning from MOOCs: lessons for the future
Jeff Haywood

Opportunities and challenges for the future of MOOCs and open education in Europe
Andreia Inamorato dos Santos, Yves Punie and Jonatan Castano Munoz

Looking to the edges: future perspectives
Robin Middlehurst

Part III: Economics of MOOCs The high costs of ‘free’ online education: some observations and policy suggestions
Michael A. Cusumano

Are MOOCs sustainable?
Devayani Tirthali Part IV:

Emerging Models The flipped classroom: a model for active student learning
Gunnar Karlsson and Sverker Janson

Structural implications of MOOCs: low grade tremors?
Tim Gore

MOOCs for Norway: new digital learning methods in higher education
Berit Kjeldstad

Inter-university use of tutored online courses: an alternative to MOOCs
Paul Ruhl

Part V: Epilogue From books to MOOCs: final reflections
Piet Henderikx


Published atLondon
ISSN978 1 85578 200 6
Other number88
Rights© 2016 Authors; published by Portland Press Limited
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

Viewed by 167 distinct readers


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


Validation of non-formal MOOC-based learning: An analysis of assessment and recognition practices in Europe (OpenCred)
Witthaus, Gabi; dos Santos, Andreia Inamorato; Childs, Mark; Tannhauser, Anne-Christin; et al.
This report presents the outcomes of research, conducted between May 2014 and November 2015, into emerging practices in assessment, credentialisation and recognition in Massive Open Online Courses (MOOCs). Following ...
Match: dos Santos, Andreia Inamorato; Punie, Yves; education

OpenCases: Case studies on openness in education
Souto-Otero, Manuel; dos Santos, Andreia Inamorato; Shields, Robin; Lažetić, Predrag; et al.
OpenCases is a study which is part of the OpenEdu Project. It is a qualitative study consisting of a review of literature on open education and nine in-depth case studies of higher education institutions, a consortium ...
Match: dos Santos, Andreia Inamorato; Punie, Yves; education

Opening up education: A support framework for higher education institutions
dos Santos, Andreia Inamorato; Punie, Yves; Muñoz, Jonatan Castaño
This report presents a support framework for higher education institutions (HEIs) to open up education. This framework proposes a wide definition of the term ‘open education’, which accommodates different uses, in ...
Match: dos Santos, Andreia Inamorato; Punie, Yves

MOOCs in Europe: Evidence from pilot surveys with universities and MOOC learners
Muñoz, Jonatan Castaño; Punie, Yves; dos Santos, Andreia Inamorato; JRC-IPTS
Headlines  MOOCs are an important part of non-formal learning for individuals with higher education experience, particularly those who are either unemployed or low earners.  MOOC certificates currently have low ...
Match: dos Santos, Andreia Inamorato; Punie, Yves

MOOCs in Europe: Overview of papers representing a collective European response on MOOCs as presented during the HOME conference in Rome November 2015
Bang, Joergen; Dalsgaard, Christian; Kjaer, Arne; O’Donovan, Maria; et al.
Table of contents Foreword Part 1: Regional MOOC initiatives Building OOC layers on top of existing courses (M)OOCs in Iceland: Language and learning communities EduOpen network in Italy Part 2: Role media ...
Match: Henderikx, Piet; Brown, Mark

OpenCases: Catalogue of mini cases on open education in Europe
Lazetic, Predrag; Souto-Otero, Manuel; Shields, Robin; dos Santos, Andreia Inamorato; et al.
This catalogue contains 50 mini cases that highlight the practices of universities and educational institutions around open education in Europe. It showcases the different strategies followed by institutions that are ...
Match: dos Santos, Andreia Inamorato; Punie, Yves

Free digital learning opportunities for migrants and refugees: An analysis of current initiatives and recommendations for their further use
Colucci, Elizabeth; Smidt, Hanne; Devaux, Axelle; Vrasidas, Charalambos; et al.
The final report of MOOCs4inclusion, designed and financed by the Joint Research Center of the European Commission, summarises the research conducted for a five-month study (July-December 2016) on the efficiency and ...
Match: Punie, Yves; Munoz, Jonatan Castano

How are higher education institutions dealing with openness? A survey of practices, beliefs, and strategies in five european countries
Muñoz, Jonatan Castaño; Punie, Yves; dos Santos, Andreia Inamorato; Mitic, Marija; Morais, Rita
Open Education is on the agenda of half of the surveyed Higher Education Institutions (HEIs) in France, Germany, Poland, Spain and the United Kingdom. For the other half of HEIs, Open Education does not seem to be an ...
Match: dos Santos, Andreia Inamorato; Punie, Yves

Position papers for European cooperation on MOOCs
Cooperman, Larry; Dillenbourg, Pierre; van Valkenburg, Willem; Kos, Timo; et al.
An overview of position papers on the opportunities and characteristics for European cooperation as presented during the HOME conference in Porto November 2014 Based on an open call for position papers19 experts ...
Match: Brown, Mark; Dillenbourg, Pierre

MOOCs are more social than you believe
Blom, Jan; Verma, Himanshu; Li, Nan; Skevi, Afroditi; et al.
We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups. The ability to pause a lecture and discuss its ...
Match: Dillenbourg, Pierre; Li, Nan