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dc.contributor.authorHood, Nina
dc.contributor.authorLittlejohn, Allison
dc.coverage.spatialPan-Commonwealthen_US
dc.coverage.spatialGlobalen_US
dc.date.accessioned2016-06-14T23:08:50Z
dc.date.available2016-06-14T23:08:50Z
dc.date.issued2016-06-14
dc.identifier.urihttp://hdl.handle.net/11599/2352
dc.description.abstractThe purpose of this review is to identify quality measures and to highlight some of the tensions surrounding notions of quality, as well as the need for new ways of thinking about and approaching quality in MOOCs. It draws on the literature on both MOOCs and quality in education more generally in order to provide a framework for thinking about quality and the different variables and questions that must be considered when conceptualising quality in MOOCs. The review adopts a relativist approach, positioning quality as a measure for a specific purpose. The review draws upon Biggs’s (1993) 3P model to explore notions and dimensions of quality in relation to MOOCs — presage, process and product variables — which correspond to an input–environment–output model. The review brings together literature examining how quality should be interpreted and assessed in MOOCs at a more general and theoretical level, as well as empirical research studies that explore how these ideas about quality can be operationalised, including the measures and instruments that can be employed. What emerges from the literature are the complexities involved in interpreting and measuring quality in MOOCs and the importance of both context and perspective to discussions of quality.en_US
dc.language.isoenen_US
dc.publisherCommonwealth of Learning (COL)en_US
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/en_US
dc.subjectMassive Open Online Courses (MOOC)en_US
dc.subjectQuality Assuranceen_US
dc.titleQuality in MOOCs: Surveying the Terrainen_US
dc.typeReporten_US


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