Analysis of MOOCs Practices from the Perspective of Learner Experiences and Quality Culture
ARTICLE
Ebba Ossiannilsson, Fahriye Altinay, Zehra Altinay
Educational Media International Volume 52, Number 4, ISSN 0952-3987
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 presence in digital education, it is essential to understand learners' experiences and participation in such courses.
Citation
Ossiannilsson, E., Altinay, F. & Altinay, Z. (2015). Analysis of MOOCs Practices from the Perspective of Learner Experiences and Quality Culture. Educational Media International, 52(4), 272-283. Retrieved March 28, 2024 from https://www.learntechlib.org/p/176078/.
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Keywords
Cited By
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Learning from decades of online distance education: MOOCs and the Community of Inquiry framework
Dodzi Amemado & Stefania Manca
Journal of e-Learning and Knowledge Society Vol. 13, No. 2 (May 29, 2017)
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What Research Says About MOOCs – An Explorative Content Analysis
Olaf Zawacki-Richter, Carl von Ossietzky University of Oldenburg; Aras Bozkurt, Anadolu University; Uthman Alturki & Ahmed Aldraiweesh, King Saud University
The International Review of Research in Open and Distributed Learning Vol. 19, No. 1 (Feb 23, 2018)
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