A Systematic Review of the Socio-Ethical Aspects of Massive Online Open Courses

Autor/in	Rolfe, Vivien
Titel	A Systematic Review of the Socio-Ethical Aspects of Massive Online Open Courses
Quelle	In: European Journal of Open, Distance and E-Learning, 18 (2015) 1, S.53-72 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1027-5207
Schlagwörter	Online Courses; Electronic Learning; Distance Education; Large Group Instruction; Literature Reviews; Ethics; Equal Education; Social Responsibility; Inclusion; Student Diversity; Student Experience; Access to Education; Educational Quality; Computer Assisted Instruction; Social Networks; Media Literacy; Educational Innovation; Technological Advancement + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Distance study; Distance learning; Fernunterricht; Ethik; Soziale Verantwortung; Inklusion; Studienerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Computer based training; Computerunterstützter Unterricht; Social network; Soziales Netzwerk; Media skills; Medie competence; Medienkompetenz; Instructional innovation; Bildungsinnovation; Technological development; Technologische Entwicklung
Abstract	Massive open online courses (MOOCs) offer learners across the globe unprecedented access to education. Through sophisticated e-learning technologies and web approaches, MOOCs attract massive scale participation and global interest. Some commercial ventures place social equality at the heart of their missions, claiming to empower communities by making education accessible and affordable. In reality, the socio-ethical impact of MOOCs has not been investigated fully, so it is not clear whether they meet these aspirations. The aim of this study was to conduct a systematic literature review to examine the socio-ethical dimensions of MOOCs. The results showed a paucity of literature specifically addressing the subject in question, although there was evidence of many innovative approaches underway to examine new paradigms within learning analytics and online study behaviour that are emerging because of MOOCs. A small number of papers explored new pedagogic approaches such as conducting peer assessment on a massive scale, and how learning groups connect and establish on the open web. To conclude, this paper begins to provide a framework on which to consider the socio-ethical dimensions of MOOCs. There is a need for good quality research to provide an evidence-base to ensure MOOCs deliver a socially equitable learning experience. (As Provided).
Anmerkungen	European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail: secretariat@eurodl.org; Web site: http://www.eurodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01