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The primary educational value of MOOCs
Waks, Leonard J.

PublishedOctober 2016
Book titleThe Evolution and Evaluation of Massive Open Online Courses: MOOCs in Motion
Chapter 4, Pages 59-82
SeriesThe Cultural and Social Foundations of Education
PublisherPalgrave Macmillan US
CountryUnited States, North America

ABSTRACT
The New York Times declared 2012 'The Year of the MOOC'; 2013 was the year of the rebound – when criticisms mounted and the MOOC hype balloon burst. Critics claimed that MOOCs were worthless both in narrowly educational terms and as credentials for the job market. This chapter examines four educational criticisms of MOOCs: that (1) MOOCs have low completion rates, (2) MOOCs cannot replace essential teaching functions, (3) MOOCs are isolating while good learning situations are social and (4) at their best, MOOCs merely reproduce the widely rejected top-down methods of conventional college courses. Selected examples of cutting-edge MOOCs are then examined to show how, and why, these early critiques can no longer in general be sustained.

Keywords completion rates · MOOC critiques · MOOC hype · pedagogy · teaching

Published atNew York
ISBN978-1-349-85204-8
RefereedDoes not apply
Rights© The Author(s) 2016
DOI10.1057/978-1-349-85204-8_4
URLhttps://doi.org/10.1057/978-1-349-85204-8_4
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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