Assessment in MOOCs: A Comparative Analysis
Andrew Stanley, Mahnaz Moallem, UNC Wilmington, United States
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Online education has seen steady growth since the mid-1990s (Allen & Seaman, 2013). A recent product of this growth has been touted as being capable of revolutionizing higher education - the Massively Open Online Course (MOOC). A MOOC has the potential to reach hundreds of thousands of learners enrolled for a variety of reasons (Jordan, 2014). One of these reasons is to gain credit for prior learning which may then be applied to a college degree (Sandeen, 2013). However, controversy surrounds the measurement, assessment, and accountability for learning in MOOCs from higher education (Reilly, Stafford, Williams, & Corliss, 2014). The purpose of this study was to analyze MOOCs to see how assessment is currently being done and compare the findings with the learning assessment methods and models being used in other accepted and successful distance learning, for-credit courses.
Stanley, A. & Moallem, M. (2016). Assessment in MOOCs: A Comparative Analysis. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 394-400). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)
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