Designing for quality?
Published | April 2018 |
Book title | Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs Chapter 5, Pages 79-94 |
Series | SpringerBriefs in Open and Distance Education |
Publisher | Springer Singapore |
Country | Singapore, Asia |
ABSTRACT
There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts' perceptions of how to measure quality in MOOCs, using empirical data we gathered through conversations with MOOC specialists. In their experience, while data can be helpful in understanding quality, the metrics measured are shaped by underpinning assumptions and biases. In conventional education, it is assumed that the learner wants to follow a course pathway and complete a course. However, this assumption may not be valid in a MOOC. Quality data might not capture the underlying goals and intentions of MOOC learners. Therefore, it is difficult to measure whether or not a learner has achieved his or her goals. We stress the need to explore quality metrics from the learner's point of view and to encompass the variability in motivations, needs and backgrounds, which shape conceptions of quality for individuals.Keywords | learner's point of view · MOOC · MOOC quality measurement · motivations |
Published at | Singapore |
ISBN | 978-981-10-8893-3 |
Refereed | Yes |
Rights | © The Author(s) 2018 |
DOI | 10.1007/978-981-10-8893-3_5 |
URL | https://doi.org/10.1007/978-981-10-8893-3_5 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 108 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
Massive numbers, diverse learning
Littlejohn, Allison; Hood, Nina
MOOCs provide education for millions of people worldwide. Though it is not clear whether everyone can learn in a MOOC. Building on the typology of MOOC participants introduced is in Chap. 3 , and we explore the claim ...
Match: Littlejohn, Allison; Hood, Nina; MOOC; Singapore; Asia
The many guises of MOOCs
Littlejohn, Allison; Hood, Nina
Massive open online courses (MOOCs) often are viewed as synonymous with innovation and openness. In this chapter, we trace their origins and varied manifestations and the ways they are understood. We interrogate the ...
Match: Littlejohn, Allison; Hood, Nina; Singapore; Asia
The [un]democratisation of education and learning
Littlejohn, Allison; Hood, Nina
MOOCs have engendered excitement around their potential to democratise education. They appear to act as a leveller and offer equal opportunity to millions of learners worldwide. Yet, this alluring promise is not wholly ...
Match: Littlejohn, Allison; Hood, Nina; Singapore; Asia
The emancipated learner? The tensions facing learners in massive, open learning
Littlejohn, Allison; Hood, Nina
MOOCs have the potential to challenge existing educational models. Paradoxically, they frequently reinforce educational conventions by requiring the learners to conform to expected norms of current educational models. ...
Match: Littlejohn, Allison; Hood, Nina; Singapore; Asia
MOOC Quality: The need for new measures
Hood, Nina; Littlejohn, Allison
MOOCs are re-operationalising traditional concepts in education. While they draw on elements of existing educational and learning models, they represent a new approach to instruction and learning. The challenges MOOCs ...
Match: Littlejohn, Allison; Hood, Nina; quality
Massive open online courses: A traditional or transformative approach to learning
Vale, Katie; Littlejohn, Allison; Littlejohn, Allison; Pegler, Chris
This chapter examines potential benefits and limitations of MOOCs, using a case example of a major MOOC initiative:edX. This chapter begins by examining conflicting perspectives around MOOCs from the literature. Then ...
Match: Littlejohn, Allison; MOOC
Quality in MOOCs: Surveying the terrain
Hood, Nina; Littlejohn, Allison
The purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It ...
Match: Littlejohn, Allison; Hood, Nina; MOOC
Open, lifewide learning: A vision
Littlejohn, Allison; Falconer, Isobel; McGill, Lou; Littlejohn, Allison; Pegler, Chris
Match: Littlejohn, Allison
Learning challenges in higher education: An analysis of contradictions within Open Educational Practice
Kaatrakoski, Heli; Littlejohn, Allison; Hood, Nina
Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms ...
Match: Littlejohn, Allison; Hood, Nina
Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice
Hood, Nina; Littlejohn, Allison
Open education resources (OER) and accompanying open education practices(OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning ...
Match: Littlejohn, Allison; Hood, Nina