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Learning in MOOCs: The [Un]democratisation of Learning

Littlejohn, Allison and Hood, Nina (2017). Learning in MOOCs: The [Un]democratisation of Learning. In: Pushing the boundaries of Higher Education Challenging traditional models with innovative and creative practices, 7 Sep 2017, Barcelona, Spain.

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Abstract

Massive open online courses have been signaled as a disruptive and democratizing force in online, distance education. This position paper critiques these claims, examining the tensions between viewing MOOCs as products and students as customers, and the perspective of students as learners who may, or might not, be able to determine their own learning pathway. The capacity, or non-ability, to self-regulate learning leads to inequalities in the ways learners experience MOOCs. While some MOOCs have contributed to change, many replicate and reinforce education that privilege the elite. This paper argues a need to support the development of digital skills and core competencies, including the ability to self-regulate learning, to ensure learners can participate in a new democracy of open, online learning.

Item Type: Conference or Workshop Item
Copyright Holders: 2017 The Authors
Keywords: Massive Open Online Courses; MOOC; open learning; higher education; open educational practice; self-regulated learning
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Health and Wellbeing PRA (Priority Research Area)
Item ID: 52720
Depositing User: Allison Littlejohn
Date Deposited: 22 Dec 2017 13:41
Last Modified: 07 Dec 2018 11:00
URI: http://oro.open.ac.uk/id/eprint/52720
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