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Download full textBulfin, Scott; Pangrazio, Luciana; Selwyn, Neil – International Review of Research in Open and Distance Learning, 2014
One notable "disruptive" impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate "xMOOC" ventures such…
Descriptors: Foreign Countries, Online Courses, Large Group Instruction, Higher Education
Najafi, Hedieh; Evans, Rosemary; Federico, Christopher – International Review of Research in Open and Distance Learning, 2014
We investigated how high school students taking a university preparatory economics course would engage with the learning and assessment components of a Behavioural Economics MOOC that was integrated into their school-based course. Students were divided into two groups, MOOC-only, with no teacher support, and blended-mode, with weekly tutorials.…
Descriptors: Online Courses, Large Group Instruction, High School Students, College Preparation
Kop, Rita; Fournier, Helene; Mak, John Sui Fai – International Review of Research in Open and Distance Learning, 2011
This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that…
Descriptors: Foreign Countries, Distance Education, Online Courses, Teacher Role
