Massive Open Online Courses and Higher Education : What Went Right, What Went Wrong and Where to Next?
Bennett, Rebecca (EDT)
Kent, Mike (EDT)
191 p. 24 cm
Explores the future of the MOOC in higher education by examining what right, what went wrong and where to now for the massification of higher education and online learning.
Since the first MOOC was launched at the University of Manitoba in 2008, this new form of the massification of higher education has been a rollercoaster ride for the university sector. The New York Times famously declared 2012 to be the year of the MOOC. However, by 2014, the number of academic leaders who believed the model was unsustainable doubled to more than 50%. While the MOOC hype has somewhat subsided, the attitudes and anxieties of this peak time can still be seen influencing universities and their administrations. This is the first volume that addresses Massive Open Online Courses from a post-MOOC perspective. We move beyond the initial hype and revolutionary promises of the peak-MOOC period and take a sober look at what endures in an area that is still rapidly growing, albeit without the headlines. This book explores the future of the MOOC in higher education by examining what went right, what went wrong and where to next for the massification of higher education and online learning and teaching. The chapters in this collection address these questions from a wide variety of different backgrounds, methodologies and regional perspectives. They explore learner experiences, the move towards course for credit, innovative design, transformations and implications of the MOOC in turn. This book is valuable reading for students and academics interested in education, eLearning, globalisation and information services.
Table of Contents
1. What was all that about? Peak MOOC hype and post-MOOC legacies Mike Kent and Rebecca Bennett Part 1 - Barriers and opportunities 2. Any colour as long as it's black! MOOCs, (post)-Fordism and inequality Rebecca Bennett and Mike Kent 3. Envisioning post-colonial MOOCs: Critiques and ways forward Maha Ayham Bali and Shyam Sharma 4. Global footprints and localisation: The rise of MOOCs in China Xin Wang 5. MOOCs for credit: Making the idea work Jenny Ng and Leanne McRae Part 2 - Teachers' and students' insights and experiences 6. Autoethnography: The story of 'doing a MOOC' or knowing 'the beast' from within Melanie James 7. Exploring 'success' in MOOCs: Participants' perspective Tharindu Rekha Liyanagunawardena, Partrick Parslow and Shirley Ann Williams 8. Learning from learners: How one MOOC's social media engagement created new insights Sara Moseley and Hannah Scarbrough 9. Developing a MOOC: Factoring in disability Louisa Smith, Karen Soldatic, Leanne Dowse and Mike Kent Part 3 - Where to next? 10. Mentored open online communicites (MOOCs) as a third space for teaching and learning in higher education Sue Ringler Pet, Katarina Silvestri, Stephanie Loomis, W. Ian O'Byrne and William Kist 11. Reframing MOOCs in higher education: Exploring professional development options Vanessa P. Dennen and Jiyae Bong 12. The Selfie Course: More than a MOOC Kath Albury, Tama Leaver, Alice Marwick, Jill Walker Rettberg and Theresa Senft