Making sense of the Moocs debate
Bibliographic Data
| ID | 4545363 |
|---|---|
| Authors | Geoff Sharrock (0000-0002-6816-8016, The University of Melbourne, corresponding author) |
| Year | 2015 |
| Volume | 37 |
| Issue | 5 |
| Pages | 597-609 |
| Publication date | 2015-09-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Higher Education Policy and Management (JOURNAL) |
| Journal identifiers | ISSN: 1360-080X • E-ISSN: 1469-9508 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1360080x.2015.1079399 |
| OpenAlex | W2346910695 |
| Language | EN |
| Citations received | 6 |
| References cited | 1 |
This article considers recent public debates about massive open online courses (MOOCs) and their potential to transform higher education. Drawing on reports and media commentary, it probes the claims and counterclaims of MOOC proponents and MOOC sceptics. It considers the implications for students, governments, institutions and scholars themselves. The paper concludes that mass-scale online courses have the potential to reshape the sector significantly over time
Epistemology · Higher education · Media studies · Political science · Public relations · Scale (ratio · Skepticism · Sociology · Law · Online and Blended Learning · Online Learning and Analytics
CMOOC in Iranian higher education curriculum in the new normal era
The study on the influence factors of intention to continue using Moocs
Investigating the implementation of accredited massive online open courses (Moocs) in higher education
Indigenous pedagogies and online learning environments
Diversity, exclusion and inclusion
Using educational technology as an institutional teaching and learning improvement strategy
| Citations per year | 0.55 |
|---|---|
| Citation span | 2015 - 2025 (11) |
| Highly cited | No |