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Open Education: from OERs to MOOCsA Critical Look at MOOCs

Open Education: from OERs to MOOCs: A Critical Look at MOOCs [Massive Open Online Courses (MOOCs) are offered online to anyone who registers. There are no requirements to register and for those not wishing to receive course credit or a certificate indicating successful completion, there are no charges to enroll. As a result, enrollments can reach into the thousands. MOOCs are a recent twenty-first century phenomenon that emerged from the open educational resources movement and a course entitled “Connectivism and Connective Knowledge” offered in 2008 by George Siemens and Stephen Downes. There were a small number of students at the University of Manitoba who paid tuition and several thousand others who simply participated in the online course environment at no cost. Given the subject (connectivism) of that early MOOC and the fact that those not paying were there as part of an extended community gathered around the subject of the course, it is reasonable to conclude that the ‘C’ in MOOC stood for ‘course’ for registered participants and ‘community’ for those not registered. Since 2008, MOOCs have appeared in many places and have taken many forms. This chapter examines the growth of MOOCs and the roles that they can play in the context of learning and instruction. The argument herein is that it is a mistake to consider current MOOCs to be a new form of a distance learning course. Rather, current MOOCs should be viewed and evaluated not as courses but as communities of subject-specific participants.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Open Education: from OERs to MOOCsA Critical Look at MOOCs

Part of the Lecture Notes in Educational Technology Book Series
Editors: Jemni, Mohamed; Kinshuk, ; Khribi, Mohamed Koutheair
Michael Spector, J.
Open Education: from OERs to MOOCs — Aug 12, 2016
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References (22)

Publisher
Springer Berlin Heidelberg
Copyright
© Springer-Verlag Berlin Heidelberg 2017
ISBN
978-3-662-52923-2
Pages
135 –147
DOI
10.1007/978-3-662-52925-6_7
Publisher site
See Chapter on Publisher Site

Abstract

[Massive Open Online Courses (MOOCs) are offered online to anyone who registers. There are no requirements to register and for those not wishing to receive course credit or a certificate indicating successful completion, there are no charges to enroll. As a result, enrollments can reach into the thousands. MOOCs are a recent twenty-first century phenomenon that emerged from the open educational resources movement and a course entitled “Connectivism and Connective Knowledge” offered in 2008 by George Siemens and Stephen Downes. There were a small number of students at the University of Manitoba who paid tuition and several thousand others who simply participated in the online course environment at no cost. Given the subject (connectivism) of that early MOOC and the fact that those not paying were there as part of an extended community gathered around the subject of the course, it is reasonable to conclude that the ‘C’ in MOOC stood for ‘course’ for registered participants and ‘community’ for those not registered. Since 2008, MOOCs have appeared in many places and have taken many forms. This chapter examines the growth of MOOCs and the roles that they can play in the context of learning and instruction. The argument herein is that it is a mistake to consider current MOOCs to be a new form of a distance learning course. Rather, current MOOCs should be viewed and evaluated not as courses but as communities of subject-specific participants.]

Published: Aug 12, 2016

Keywords: Distance education; Dynamic feedback; Formative feedback; MOOCS

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