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Reconceptualising Learning in the Digital Age: The [un]democratising potential of MOOCs

Littlejohn, Allison and Hood, Nina (2018). Reconceptualising Learning in the Digital Age: The [un]democratising potential of MOOCs. SpringerBriefs in Open and Distance Education. Singapore: Springer.

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URL: https://www.springer.com/gb/book/9789811088926
DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-981-10-8893-3
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Abstract

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.

Item Type: Book
Copyright Holders: 2018 The Authors
ISBN: 981-10-8892-6, 978-981-10-8892-6
Keywords: Massive Open Online Courses; technology-enhanced learning;higher education; self-regulated learning; adult learning; professional 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)
Item ID: 53828
Depositing User: Allison Littlejohn
Date Deposited: 14 Mar 2018 10:20
Last Modified: 07 Dec 2018 19:00
URI: http://oro.open.ac.uk/id/eprint/53828
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