Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities.
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| Title: | Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities. |
|---|---|
| Authors: | Cabrera, Nati1, Fernández-Ferrer, Maite1 |
| Source: | International Review of Research in Open & Distributed Learning. Apr2017, Vol. 18 Issue 2, p47-67. 21p. 2 Diagrams, 1 Chart, 4 Graphs. |
| Subject Terms: | *Massive open online courses, *Online education, *Educational accreditation, *Distance education |
| Abstract: | The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses. [ABSTRACT FROM AUTHOR] |
| Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 122781166 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cabrera%2C+Nati%22">Cabrera, Nati</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fernández-Ferrer%2C+Maite%22">Fernández-Ferrer, Maite</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Review+of+Research+in+Open+%26+Distributed+Learning%22">International Review of Research in Open & Distributed Learning</searchLink>. Apr2017, Vol. 18 Issue 2, p47-67. 21p. 2 Diagrams, 1 Chart, 4 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+accreditation%22">Educational accreditation</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Review of Research in Open & Distributed Learning is the property of Governors of Athabasca University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.19173/irrodl.v18i2.2789 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 47 Subjects: – SubjectFull: Massive open online courses Type: general – SubjectFull: Online education Type: general – SubjectFull: Educational accreditation Type: general – SubjectFull: Distance education Type: general Titles: – TitleFull: Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cabrera, Nati – PersonEntity: Name: NameFull: Fernández-Ferrer, Maite IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 14923831 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: International Review of Research in Open & Distributed Learning Type: main |
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