Analysis of MOOCs practices from the perspective of learner experiences and quality culture
(2015) In Educational Media International 52(4). p.272-283- Abstract
This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant... (More)
This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses.
(Less)
- author
- Ossiannilsson, Ebba LU ; Altinay, Fahriye and Altinay, Zehra
- organization
- publishing date
- 2015-10-02
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- choice-based learning, connectivism, learner experiences, MOOCs, personalization, quality culture
- categories
- Higher Education
- in
- Educational Media International
- volume
- 52
- issue
- 4
- pages
- 12 pages
- publisher
- Routledge
- external identifiers
-
- wos:000210651900003
- scopus:84959248480
- ISSN
- 0952-3987
- DOI
- 10.1080/09523987.2015.1125985
- language
- English
- LU publication?
- yes
- id
- dc95f0f8-1e83-4e6c-8ec1-0e914eb63836
- date added to LUP
- 2016-09-23 08:19:43
- date last changed
- 2024-08-23 21:16:27
@article{dc95f0f8-1e83-4e6c-8ec1-0e914eb63836,
abstract = {{<p>This explanatory analysis of the relevant literature seeks to identify factors affecting quality in massive open online courses (MOOCs). The paper highlights sub-dimensions of quality in MOOCs using the ladder of analytical abstraction. Communication, trust, collaboration, inclusiveness, innovation, and commitment are identified as key elements in developing a quality culture in online education. In seeking to merge the organizational and pedagogical aspects of online education, MOOCs raise new questions concerning personalization, widening recruitment, internationalization or globalization, and lifelong learning. However, the pedagogical aspects of MOOCs remain insufficiently described and explored. As MOOCs are now a significant presence in digital education, it is essential to understand learners’ experiences and participation in such courses.</p>}},
author = {{Ossiannilsson, Ebba and Altinay, Fahriye and Altinay, Zehra}},
issn = {{0952-3987}},
keywords = {{choice-based learning; connectivism; learner experiences; MOOCs; personalization; quality culture}},
language = {{eng}},
month = {{10}},
number = {{4}},
pages = {{272--283}},
publisher = {{Routledge}},
series = {{Educational Media International}},
title = {{Analysis of MOOCs practices from the perspective of learner experiences and quality culture}},
url = {{http://dx.doi.org/10.1080/09523987.2015.1125985}},
doi = {{10.1080/09523987.2015.1125985}},
volume = {{52}},
year = {{2015}},
}