Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education

Autor/inn/en	Littlejohn, Allison; Hood, Nina
Titel	Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education
Quelle	(2018), (108 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2211-1921
ISBN	978-981-10-8892-6
DOI	10.1007/978-981-10-8893-3
Schlagwörter	Educational Change; Technology Uses in Education; Online Courses; Open Education; Access to Education; Barriers; Distance Education; Educational Quality + Suchen Sie Ihr Suchwort? Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Online course; Online-Kurs; Offene Erziehung; Offener Unterricht; Education; Access; Bildung; Zugang; Bildungszugang; Distance study; Distance learning; Fernunterricht; Quality of education; Bildungsqualität
Abstract	This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01