The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Making sense of the MOOCs debate
Sharrock, Geoff

PublishedSeptember 2015
JournalJournal of Higher Education Policy and Management
Volume 37, Issue 52, Pages 597-609
PublisherTaylor & Francis Online
CountryAustralia, Oceania

ABSTRACT
This article considers recent public debates about massive open online courses (MOOCs) and their potential to transform higher education. Drawing on reports and media commentary, it probes the claims and counterclaims of MOOC proponents and MOOC sceptics. It considers the implications for students, governments, institutions and scholars themselves. The paper concludes that mass-scale online courses have the potential to reshape the sector significantly over time.

Keywords blended learning · business models · disruption · innovation · learning analytics · MOOCs · student markets · unbundling

ISSN1469-9508
RefereedYes
RightsCopyright © 2018 Informa UK Limited
DOI10.1080/1360080X.2015.107939910.1016/j.iheduc.2012.09.003
URLhttps://www.tandfonline.com/doi/abs/10.1080/1360080X.2015.1079399?journalCode=cjhe20
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


Viewed by 19 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

Collective effervescence: Designing MOOCs for emotion and community
Kizimchuk, Stephanie; Freund, Katharina; Prescott, Margaret; McLaughlin, Crystal; et al.
This paper shares the experiences of a course team in designing and delivering a massive open online course (MOOC). It offers insight into how their approach can help build learning communities and enhance pedagogy for ...
Match: MOOCs; Australia; Oceania

Assurance of higher education standards in disaggregated models of student participation and course delivery
Ewan, Christine
Approaches to quality assurance and cross-national comparability of higher education in traditional modes of delivery, including online and transnational, are well established but an emerging and complicating issue ...
Match: MOOCs; Australia; Oceania

Social media #MOOC mentions: Lessons for MOOC research from analysis of Twitter data
Costello, Eamon; Nair, Binesh; Brown, Mark; Zhang, Jingjing; et al.
There is a relative dearth of research into what is being said about MOOCs by users in social media, particularly through analysis of large datasets. In this paper we contribute to addressing this gap through an ...
Match: MOOCs; Australia; Oceania

Toward the development of a dynamic dashboard for FutureLearn MOOCs: Insights and directions
Chitsaz, Mahsa; Vigentini, Lorenzo; Clayphan, Andrew; Barker, Sandy; et al.
In recent years, many higher education institutions have invested in the development of Massive Open Online Courses (MOOCs). With the increase of available MOOC data, there is an opportunity to provide insights to ...
Match: learning analytics; Australia; Oceania

MOOCs and OER in the global south: Problems and potential
King, Monty; Pegrum, Mark; Forsey, Martin
This paper examines the problems and potential of Massive Open Online Courses (MOOCs) and Open Education Resources (OER) in the global South. Employing a systematic review of the research into the use of open online ...
Match: MOOCs; Australia; Oceania

A strategic response to MOOCs: What role should governments play?
Brown, Mark; Costello, Eamon; Giolla-Mhichil, Mairead Nic; Barker, Sandy; et al.
This paper asks the question what role should governments play in supporting a strategic response to the Massive Online Course (MOOC) movement? It describes the growth of MOOCs in Europe and reports on the Irish ...
Match: MOOCs; Australia; Oceania

Opening up Down Under: the role of open educational resources in promoting social inclusion in Australia
Bossu, Carina; Bull, David; Brown, Mark
This article discusses the role of open and distance learning to widen participation and promote social inclusion within Australian higher education, as well as the benefits that open educational resources (OER) could ...
Match: Australia; Oceania

The potential role of Open Educational Practice policy in transforming Australian higher education
Bossu, Carina; Stagg, Adrian
Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering ...
Match: Australia; Oceania

Online learning at research intensive universities
Mapstone, Sally; Buitendijk, Simone; Wiberg, Eva
Online learning has the potential to change teaching and learning at European universities profoundly. Recent trends have greatly accelerated the development of and investment in online learning, at research-intensive ...
Match: blended learning; innovation

The educational problem that MOOCs could solve: Professional development for teachers of disadvantaged students
Laurillard, Diana
The demographics of massive open online course (MOOC) analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged ...
Match: blended learning; MOOCs