Littlejohn, Allison and Hood, Nina
(2018).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1007/978-981-10-8893-3_5 |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
There are significant complexities in interpreting and measuring quality in MOOCs. In this chapter, we examine experts’ perceptions of how to measure quality in MOOCs, using empirical data we gathered through conversations with MOOC specialists. In their experience, while data can be helpful in understanding quality, the metrics measured are shaped by underpinning assumptions and biases. In conventional education, it is assumed that the learner wants to follow a course pathway and complete a course. However, this assumption may not be valid in a MOOC.Quality data might not capture the underlying goals and intentions of MOOC learners. Therefore, it is difficult to measure whether or not a learner has achieved his or her goals.We stress the need to explore quality metrics from the learner’s point of view and to encompass the variability in motivations, needs and backgrounds, which shape conceptions of quality for individuals.
| Item Type: | Book Section |
|---|---|
| Copyright Holders: | 2018 The Authors |
| ISBN: | 981-10-8892-6, 978-981-10-8892-6 |
| Keywords: | MOOC; Massive Open Online Course; Open Eduction; Online Education; Technology-enhanced Learning; Digital Learning; Higher Education; Adult Learning; MOOC Quality |
| 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: | 55939 |
| Depositing User: | Allison Littlejohn |
| Date Deposited: | 31 Jul 2018 08:44 |
| Last Modified: | 07 Dec 2018 11:09 |
| URI: | http://oro.open.ac.uk/id/eprint/55939 |
| Share this page: |     |
Metrics
Altmetrics from Altmetric | Citations from Dimensions |
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)