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A Crisis of Identity? Contradictions and New Opportunities

Littlejohn, Allison and Hood, Nina (2018). A Crisis of Identity? Contradictions and New Opportunities. In: Littlejohn, Allison and Hood, Nina eds. Reconceptualising Learning in the Digital Age: The [Un]democratising Potential of MOOCs. SpringerBriefs in Open and Distance Education. Springer, pp. 95–108.

DOI (Digital Object Identifier) Link: https://doi.org/10.1007/978-981-10-8893-3_6
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Abstract

Drawing on the previous chapters, this chapter explores four tensions that characterise MOOCs. Although MOOCs are seen as an attempt to democratise education, they often privilege the elite, rather than acting as an equaliser. MOOCS are also considered a way to radically open access to education, yet they tend to offer education to people who are already able to learn rather than providing opportunities for everyone. While MOOCs are positioned as a disrupting force, often they replicate the customs and values associated with formal education, rather than unsettling educational norms.MOOCs are conceived as social networks that allow learners to learn through dialogue with others, yet many learners have limited interactions with others. Even when learners have the ability to learn autonomously, they often are expected to conform to course rules, rather than deciding their own learning strategies. These problems may be accentuated whereMOOCs are viewed as a set of products (content and credentials) on sale to student consumers, rather than as a transformational educational experience for learners. The view of MOOCs as a product for the consumer learner may overly simplify the complex, transformational processes that underscore learning. Particularly where underlying automated systems try to improve progression by quantifying learners’ behaviours and ‘correcting’ these to fit an ‘ideal’ learner profile or where algorithms and metrics are based on convectional education, rather than on future-facing forms of learning. This chapter examines these problems with MOOCs, offering promising future directions.

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; learning analytics
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: 55940
Depositing User: Allison Littlejohn
Date Deposited: 31 Jul 2018 09:04
Last Modified: 07 Dec 2018 11:09
URI: http://oro.open.ac.uk/id/eprint/55940
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