Projects per year
Abstract
MOOCs – Massive Open Online Courses – have become a popular new model for education inside and outside educational institutions. MOOCs hold a promise of free and accessible education for all. MOOCs enjoy unique advantages: an ability to reach a massive audience by being online and open to anyone, and a flexible learning approach thanks to self-paced courses. The characteristics of MOOCs
are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education worldwide.
Within only a few years, MOOCs have been widely adopted and accepted as part of the educational agenda. The MOOC phenomenon prompts optimism as well as scepticism mostly because it is being considered within the discourses it disrupts. Is it, for example, enough for many MOOC enrollees to participate for their own sake, and to get access to just those resources and those activities in which they participate?
Considering the high number of participants who enrol in a MOOC, this might be the case, but does not in a traditional sense carry learners through the whole course. On the other hand, to what extent is the purpose of MOOCs to be equivalent with other kinds of education or competence development?
And what demands does this give rise to in relation to which ways of assessment are being used in MOOCs?
Is enrolling in a MOOC for example a good “deal” for the learners in the sense of taking a shortcut to a certificate? This presentation discusses potentials and challenges and arguing that new digital trends may make promises, but there are no quick fixes, when it comes to sustainable learning.
are of interest from a lifelong learning perspective because they offer a possible solution to a rapid and increasing need for education worldwide.
Within only a few years, MOOCs have been widely adopted and accepted as part of the educational agenda. The MOOC phenomenon prompts optimism as well as scepticism mostly because it is being considered within the discourses it disrupts. Is it, for example, enough for many MOOC enrollees to participate for their own sake, and to get access to just those resources and those activities in which they participate?
Considering the high number of participants who enrol in a MOOC, this might be the case, but does not in a traditional sense carry learners through the whole course. On the other hand, to what extent is the purpose of MOOCs to be equivalent with other kinds of education or competence development?
And what demands does this give rise to in relation to which ways of assessment are being used in MOOCs?
Is enrolling in a MOOC for example a good “deal” for the learners in the sense of taking a shortcut to a certificate? This presentation discusses potentials and challenges and arguing that new digital trends may make promises, but there are no quick fixes, when it comes to sustainable learning.
| Original language | English |
|---|---|
| Publication date | 14 Dec 2018 |
| Publication status | Published - 14 Dec 2018 |
| Event | A New Paradigm of ODL for integarting Teaching, Learning & Technology in the Digital Transformation Era - Hotel Windsor Suites & Convention Sukhumvit 20, Bangkok, Thailand Duration: 13 Dec 2018 → 14 Dec 2018 |
Conference
| Conference | A New Paradigm of ODL for integarting Teaching, Learning & Technology in the Digital Transformation Era |
|---|---|
| Location | Hotel Windsor Suites & Convention Sukhumvit 20 |
| Country/Territory | Thailand |
| City | Bangkok |
| Period | 13/12/2018 → 14/12/2018 |
Keywords
- MOOCs and learning
- MOOCs and pedagogy
- MOOCs and education
Fingerprint
Dive into the research topics of 'MOOCs - Digital Trend or Educational Revolution?'. Together they form a unique fingerprint.Projects
- 1 Finished
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Collaborative research project on MOOCs - E-asem
Buhl, M., Andreasen, L. B., Lee, T., Wang, Y., Abdol Latif, L., Fadzil, M., Nordin, N., Jaafar, A., Nasongkhla, J., Thammetar, T., Gervacio, J. L., Phuspanadham, K., Yamada, T., Jaurena, I. G., Birzinna, R., Stracke, C., Pawlowski, J., Kovacova, J. & Pistovcakova, A.
01/09/2014 → 31/12/2016
Project: Research
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Didaktiske perspektiver på digitalisering i voksenpædagogik
Mie Buhl (Lecturer)
27 Sept 2019Activity: Talks and presentations › Talks and presentations in private or public companies
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The promised land? Didaktiske perspektiver på digitalisering i voksenpædagogik
Mie Buhl (Lecturer)
25 Apr 2019Activity: Talks and presentations › Guest lecturers
Research output
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Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning
Buhl, M. & Andreasen, L. B., 1 Apr 2018, In: International Review of Education. 64, 2, p. 151-160 10 p., 1.Research output: Contribution to journal › Journal article › Research
27 Citations (Scopus) -
Upscaling the number of learners, fragmenting the role of teachers: How do massive open online courses (MOOCs) form new conditions for learning design?
Buhl, M., Andreasen, L. B. & Pushpanadham, K., 1 Apr 2018, In: International Review of Education. 64, 2, p. 179-195 17 p.Research output: Contribution to journal › Journal article › Research › peer-review
11 Citations (Scopus) -
MOOCs - the promise of meeting the need of flexibility for the adult learner?
Buhl, M. & Andreasen, L. B., Oct 2016, Proceedings of the 15th European Conference on E-learning ECEL 2016. Novotna, J. & Jarcarik, A. (eds.). Reading: Academic Conferences and Publishing International, p. 98-105 8 p.Research output: Contribution to book/anthology/report/conference proceeding › Article in proceeding › Research › peer-review
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