| Original language | English |
|---|---|
| Journal | International Review of Education |
| Volume | 64 |
| Issue number | 2 |
| Pages (from-to) | 179-195 |
| Number of pages | 17 |
| ISSN | 0020-8566 |
| DOIs | |
| Publication status | Published - 1 Apr 2018 |
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Keywords
- course design
- designing learning processes
- instructional design
- learning design
- massive open online courses (MOOCs) in higher education
- teacher roles
Cite this
}
Upscaling the number of learners, fragmenting the role of teachers : How do massive open online courses (MOOCs) form new conditions for learning design? / Buhl, Mie; Andreasen, Lars Birch; Pushpanadham, Karanam.
In: International Review of Education, Vol. 64, No. 2, 01.04.2018, p. 179-195.Research output: Contribution to journal › Journal article › Research › peer-review
TY - JOUR
T1 - Upscaling the number of learners, fragmenting the role of teachers
T2 - How do massive open online courses (MOOCs) form new conditions for learning design?
AU - Buhl, Mie
AU - Andreasen, Lars Birch
AU - Pushpanadham, Karanam
PY - 2018/4/1
Y1 - 2018/4/1
KW - course design
KW - designing learning processes
KW - instructional design
KW - learning design
KW - massive open online courses (MOOCs) in higher education
KW - teacher roles
UR - http://www.scopus.com/inward/record.url?scp=85044264059&partnerID=8YFLogxK
U2 - 10.1007/s11159-018-9714-1
DO - 10.1007/s11159-018-9714-1
M3 - Journal article
VL - 64
SP - 179
EP - 195
JO - International Review of Education
JF - International Review of Education
SN - 0020-8566
IS - 2
ER -