MOOCs: The Consequences for Learning and Teaching in Credit Bearing Programmes

dc.contributor.author Hatzipanagos
dc.contributor.author Tait, Alan
dc.coverage.placeName United Kingdom en_US
dc.coverage.spatial Europe en_US
dc.date.accessioned 2019-09-10T22:17:24Z
dc.date.available 2019-09-10T22:17:24Z
dc.date.issued 2019-09
dc.description.abstract This paper reports on work undertaken in 2017 and 2018 for the Centre for Distance Education (CDE) of the University of London. We explored the impact on practice in learning and teaching for academic practitioners and other professionals in the University of London network who have been involved with Massive Open Online Courses (MOOCs). Our findings indicate that there is an additional, ‘unintended’ gain of transferring good practice gained from participation in MOOCs to other aspects of one’s practice, career or professional role. This is not normally an explicit objective when MOOCs are designed and developed. The outcomes of our investigation throw light on the nature of innovation in institutions of Higher Education, and support the strategy of institutional investment in MOOCs in order to reform the broader practice of learning and teaching on and off campus. // Paper ID 191 en_US
dc.identifier.uri http://hdl.handle.net/11599/3447
dc.language.iso en en_US
dc.publisher Commonwealth of Learning (COL) en_US
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.subject Massive Open Online Courses (MOOC) en_US
dc.subject Technology-Enabled Learning (TEL) en_US
dc.title MOOCs: The Consequences for Learning and Teaching in Credit Bearing Programmes en_US
dc.type Working Paper en_US
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