Blurring Boundaries in Education: Context and Impact of MOOCs

Autor/in	Loeckx, Johan
Titel	Blurring Boundaries in Education: Context and Impact of MOOCs
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.92-121 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Online Courses; Computer Science; Teaching Methods; Social Environment; Electronic Learning; Artificial Intelligence; Debate; Learning Experience; Creativity; Surveys; Higher Education; Distance Education; Global Approach; Information Technology + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Informatik; Teaching method; Lehrmethode; Unterrichtsmethode; Soziales Umfeld; Künstliche Intelligenz; Debating; Streitgespräch; Lernerfahrung; Kreativität; Survey; Umfrage; Befragung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Globales Denken; Informationstechnologie
Abstract	The opinions on MOOCs go to extremes, covering a wide variety of topics, affecting economy, pedagogy, and computer science which makes it hard to keep oversight. Despite the many excellent research reports and articles, an overview of the bigger picture, providing a holistic qualitative summary of the different opinions, is still very welcome. Special attention is given to the broader social, cultural, and technological context in which these developments come about. In this paper, it is discussed how the educational industry has received a "wake up call" provoking a global discussion on learning and teaching, accordingly disturbing established boundaries between formal and informal learning, public and for-profit education, teachers and learners and quite intriguingly, between software and teaching practices. Golden opportunities for Artificial Intelligence and Technology Enhanced Learning are unfolding, evidenced by the digitalization movement of education, gamification, and the stringent need for massively scalable (and therefore computerized) personal learning experiences. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01