MOOCs as a Canary: A Critical Look at the Rise of EdTech
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 18.212.87.137).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Author
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 19, 2015 in Kona, Hawaii, United States
Abstract
Within popular media, the massive open online course (MOOC) is presented as a novel idea created by maverick professors and developed with a goal to further democratize education on bases of quality and cost. The perception of this sequence of events as modular history has perpetuated a difficulty in developing MOOC-related research and critique within the fields of distance and online education. At the center of this struggle is the MOOC acronym: its initial development was in 2008, and its use today happens in opposition to the theoretical and pedagogical elements of the 2008 MOOC. The MOOC as a harbinger of EdTech shows the field as much more critical than pragmatic.
Citation
Moe, R. (2015). MOOCs as a Canary: A Critical Look at the Rise of EdTech. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1037-1042). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/152273.
© 2015 AACE