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MOOCs: Redirecting the Quest for Quality Higher Education for All ARTICLE

, The University of Georgia, United States ; , Indiana University, United States

International Journal on E-Learning Volume 14, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

An argument is presented that the quest for quality teaching and learning in MOOCs should not be limited to merely demonstrating that these innovative learning environments have the same levels of effectiveness as traditional educational approaches (e.g., classroom instruction), but rather that they can exactly go beyond current levels of impact. This will required a dramatic change in traditional research goals from those that are focusing on providing evidence of “what works” in higher education to educational design research goals that are focused on “how can we make this work and why does it have the effects that it does?”

Citation

Reeves, T. & Bonk, C. (2015). MOOCs: Redirecting the Quest for Quality Higher Education for All. International Journal on E-Learning, 14(3), 385-399. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 16, 2018 from .

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Cited By

  1. The Collaborative Design of Massive Open Online Courses: Analyzing the Design Discourses of Teacher and Student Developers

    Sara McNeil, Susie Gronseth, Erwin Handoko & Bernard Robin, University of Houston, United States

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1087–1093

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