Promise and/or Peril: MOOCs and Open and Distance Education

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dc.contributor.authorAnderson, Terry
dc.coverage.spatialPan-Commonwealth
dc.date.accessioned2022-10-25T23:52:45Z
dc.date.available2022-10-25T23:52:45Z
dc.date.issued2013-03
dc.description.abstractThe New Times declared 2012 to be the year of the MOOC (Pappano, 2012) and certainly 2013 is becoming the year to talk about MOOCs! Questions related to the design and inherent pedagogies, registration numbers, persistence rates, revenue models, neo-liberal agenda, fears and aspirations of all of us in postsecondary education have been ignited by this combination of technology and pedagogy. MOOCs are rapidly becoming the type of disruptive technology described by Christensen (1997) as cheaper, smaller, initially less fully featured and attracting a new set of consumers into an existing market. // Much has been written and much more will by the time you are reading this article, from when I write it in March 2013 - the MOOC terrain is under very rapid development. John Daniel (2012) article, does a good job of defining and describing MOOCs and clearly notes the different models and pedagogy (xMOOCs, cMOOCs) that differentiate pedagogies, practices and profits involved in today’s MOOC offerings. In this article, I attempt to update our map of the terrain and provide a lens through my 2003 Interaction Equivalency Theorem (Anderson, 2003) to help us understand and explain this latest development and/or fad in higher education. // I begin with a short description of the characteristic of the four words included in the MOOC acronym and try to show how each contributes to the complexity of this education phenomena.
dc.identifier.urihttp://hdl.handle.net/11599/4513
dc.language.isoen
dc.publisherCommonwealth of Learning (COL)
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.subjectMassive Open Online Courses (MOOC)
dc.subjectOpen and Distance Learning (ODL)
dc.titlePromise and/or Peril: MOOCs and Open and Distance Education
dc.typeArticle
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