The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
MOOCS: Digesting the facts
Baggaley, Jon

PublishedMay 2014
JournalDistance Education
Volume 35, Issue 2, Pages 159 - 163

ABSTRACT
The techniques used in massive open online courses (MOOCs) are compared with supersizing in the fast food industry. Similarities include the profit motives, marketing techniques, criticisms, industry defences, and evolution of the two controversies. While fast food restaurants strategically increase the size of their meal courses and consumer base, MOOC providers increase the size of their student enrolments and the amounts of online course material they provide for the students to consume. In the two contexts, franchise owners and educational administrators deliver the supersized courses to their customers with apparent disregard for their widening negative effects. Educational institutions are encouraged to consider the ethics of these practices in order to prevent the unmonitored spread of junk education.

Keywords junk food · marketing strategies · massive open online courses · MOOCs · profit motive · supersizing

ISSN1475-0198
RefereedYes
RightsCopyright © 2016 Informa UK Limited
DOI10.1080/01587919.2014.919710
Other informationDistance Education
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 13 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

An examination of xMOOCs: An embedded single case study based on Conole’s 12 dimensions
Kocdar, Serpil; Okur, Recep M.; Bozkurt, Aras
This study intends to examine the xMOOCs offered by one of the mainstream MOOC platforms in Conole’s 12 dimensions. For this purpose, the research employed an embedded single case study using heuristic inquiry to ...
Match: massive open online courses; MOOCs

What research says about MOOCs – An explorative content analysis
Zawacki-Richter, Olaf; Bozkurt, Aras; Alturki, Uthman; Aldraiweesh, Ahmed
Since the first offering of a Massive Open Online Course (MOOC) in 2008, the body of literature on this new phenomenon of open learning has grown tremendously. In this regard, this article intends to identify and map ...
Match: massive open online courses; MOOCs

Metaliteracy as pedagogical framework for learner-centered design in three MOOC platforms: Connectivist, Coursera and Canvas
O'Brien, Kelsey; Forte, Michele; Mackey, Thomas; Jacobson, Trudi
This article examines metaliteracy as a pedagogical model that leverages the assets of MOOC platforms to enhance self-regulated and self-empowered learning. Between 2013 and 2015, a collaborative teaching team within ...
Match: massive open online courses; MOOCs

Open Educational Resources (Including MOOCs)
Pulist, S. K.; Leal Filho, W.; Azul, A. M.; Brandli, L.; et al.
The introduction of Open Educational Resources (OER) in the form of open courseware took place with the announcement of MIT in 2001 to put substantial number of courses on their website to be available to all for free. ...
Match: massive open online courses; MOOCs

An empirical study on users' adoption of MOOCs from the perspective of the institutional theory
Gao, Shang; Yang, Yuhao
MOOC, which stands for massive open online course, has attracted millions of users around the world and it has a promise to be a very important element of future education. However, there is a little research on users' ...
Match: massive open online courses; MOOCs

Leveraging Massive Open Online Courses (MOOCs) for Increased Access and Quality Education in Nigeria
Yunusa, Abdullahi Abubakar; Umar, Irfan Naufal; Ussher, James
The growing demand for higher education across the educational landscape in different contexts is impacting research in innovative ideas that may potentially transform the higher education system for increased access ...
Match: massive open online courses; MOOCs

Understanding student engagement in large-scale open online courses: A machine learning facilitated analysis of student’s reflections in 18 highly rated MOOCs
Hew, Khe Foon; Qiao, Chen; Tang, Ying
Although massive open online courses (MOOCs) have attracted much worldwide attention, scholars still understand little about the specific elements that students find engaging in these large open courses. This study ...
Match: massive open online courses; MOOCs

Trends and patterns in massive open online courses: Review and content analysis of research on MOOCs (2008-2015)
Bozkurt, Aras; Akgün-Özbek, Ela; Zawacki-Richter, Olaf
To fully understand the phenomenon of massive open online courses (MOOCs), it is important to identify and map trends and patterns in research on MOOCs. This study does so by reviewing 362 empirical articles published ...
Match: massive open online courses; MOOCs

Community tracking in a cMOOC and nomadic learner behaviour identification on a connectivist rhizomatic learning network
Bozkurt, Aras; Honeychurch, Sarah; Caines, Autumm; Bali, Maha; et al.
This article contributes to the literature on connectivism, connectivist MOOCs (cMOOCs) and rhizomatic learning by examining participant interactions, community formation and nomadic learner behavior in a particular ...
Match: massive open online courses; MOOCs

How MOOC-takers estimate learning success: Retrospective reflection of perceived benefits
Sablina, Svetlana; Kapliy, Natalia; Trusevich, Alexandr; Kostikova, Sofia
Massive open online courses (MOOCs) have attracted a great deal of interest in recent years as a new learning technology. Since MOOCs inception, only limited research has been carried out to address how learners ...
Match: massive open online courses; MOOCs