Analysis of MOOCs Practices from the Perspective of Learner Experiences and Quality Culture

Autor/inn/en	Ossiannilsson, Ebba; Altinay, Fahriye; Altinay, Zehra
Titel	Analysis of MOOCs Practices from the Perspective of Learner Experiences and Quality Culture
Quelle	In: Educational Media International, 52 (2015) 4, S.272-283 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
DOI	10.1080/09523987.2015.1125985
Schlagwörter	Online Courses; Educational Technology; Technological Literacy; Technological Advancement; Open Education; Distance Education; Technology Uses in Education; Cultural Influences; Educational Quality; Electronic Learning; Technology Integration; Qualitative Research; Literature Reviews + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technisches Wissen; Technological development; Technologische Entwicklung; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Cultural influence; Kultureinfluss; Quality of education; Bildungsqualität; Qualitative Forschung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01