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Implications of massive open online courses for higher education: Mitigating or reifying educational inequities?
Literat, Ioana

PublishedNovember 2015
JournalHigher Education Research & Development
Volume 34, Issue 6, Pages 1164 - 1177

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.

Keywords access · e-learning · equity · higher education policy · internationalization · online education

ISSN1469-8366
RefereedYes
RightsCopyright © 2017 Informa UK Limited
DOI10.1080/07294360.2015.1024624
Other informationHigher Education Research & Development
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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