For a Political Economy of Massive Open Online Courses

Autor/in	Hall, Richard
Titel	For a Political Economy of Massive Open Online Courses
Quelle	In: Learning, Media and Technology, 40 (2015) 3, S.265-286 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2015.1015545
Schlagwörter	Online Courses; Large Group Instruction; Class Size; Distance Education; Educational Technology; Higher Education; Educational Innovation; Political Issues; Power Structure; Neoliberalism; Social Systems; Labor Market; Educational Methods + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Klassengröße; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Instructional innovation; Bildungsinnovation; Politischer Faktor; Neo-liberalism; Neoliberalismus; Social system; Soziales System; Labour market; Arbeitsmarkt; Educational method; Erziehungsmethode
Abstract	In understanding the changes that are impacting the global higher education sector, developing a critique of the relationships between technology and technological innovation, new managerialism and financialisation, and the impact of the secular crisis of global capitalism is critical. Moreover, it is important to critique these changes historically and geographically, in order to understand how political economics shapes the space in which higher education policy and practice are recalibrated for capital accumulation and profitability. This article will argue that educational innovations such as Massive Open Online Courses (MOOCs) might usefully be examined in light of the relationships between technological and organisational innovation; the historical tendency of the rate of profit to fall that is affecting competing educational providers; the disciplinary role of the State in shaping an educational space for further capital accumulation; and the subsumption of open networks to the neo-liberal project of accumulation and profitability. Such an analysis then enables a critique of the claims that are made for open networks in delivering new forms of sociability that transcend structures of power and domination. As a result of this political economic critique, the article will situate the emergence of MOOCs inside and against Capital's drive to subsume labour practices inside technologically mediated forms of coercion, command, and control. It will argue that the ways in which MOOCs and the services that are derived from them are then valorised might offer a glimpse of how the neo-liberal educational project is disciplining academic labour and how it might be resisted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01