Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning

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The MOOC phenomenon contains the potential to draw a large and diverse audience with varying demands of learning possibilities. 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.
The very first MOOCs were not originally referred to as such; they were only
labelled ‘‘massive open online courses’’ (MOOCs) in retrospect, in an attempt to
describe what was distinctive and new about the ones which had already been held (Cormier 2008). These new types of courses explored new ground in many ways. For instance, they explored how to handle a massively large number of participants in a learning environment; or how loose or open the structure of a course could be tostill be experienced as a course; or ways of orchestrating various degrees of coherence, connections, collaboration and interaction among participants of a course. These first MOOCs opened up new discussions of pedagogy and didactics and were potentially challenging formerly established ways of organising education and competence development.
Original languageEnglish
Article number1
JournalInternational Review of Education
Issue number2
Pages (from-to)151-160
Number of pages10
Publication statusPublished - 1 Apr 2018

Bibliographical note

This article has been found as a 'Free Version' from the Publisher on June 4th 2018. When the access to the article closes, please notify vbn@aub.aau.dk


  • MOOCs and pedagogy
  • MOOCs and education
  • MOOCs and learning
  • MOOCs


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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.


    Project: Research

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