Upscaling the number of learners, fragmenting the role of teachers: How do massive open online courses (MOOCs) form new conditions for learning design?

Mie Buhl, Lars Birch Andreasen, Karanam Pushpanadham

Research output: Contribution to journalJournal articleResearchpeer-review

Original languageEnglish
JournalInternational Review of Education
Volume64
Issue number2
Pages (from-to)179-195
Number of pages17
ISSN0020-8566
DOIs
Publication statusPublished - 1 Apr 2018

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teacher
learning
person responsible
planning of teaching
teacher's role
planning practice
fragmentation
proliferation
electronic learning
education system
learning process
typology
student
India
responsibility
cause
methodology

Keywords

  • course design
  • designing learning processes
  • instructional design
  • learning design
  • massive open online courses (MOOCs) in higher education
  • teacher roles

Cite this

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title = "Upscaling the number of learners, fragmenting the role of teachers: How do massive open online courses (MOOCs) form new conditions for learning design?",
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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 journalJournal articleResearchpeer-review

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AU - Pushpanadham, Karanam

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M3 - Journal article

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JO - International Review of Education

JF - International Review of Education

SN - 0020-8566

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