Quality in MOOCs: Surveying the Terrain

dc.contributor.author Hood, Nina
dc.contributor.author Littlejohn, Allison
dc.coverage.spatial Pan-Commonwealth en_US
dc.coverage.spatial Global en_US
dc.date.accessioned 2016-06-14T23:08:50Z
dc.date.available 2016-06-14T23:08:50Z
dc.date.issued 2016-06-14
dc.description.abstract The 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.identifier.uri http://hdl.handle.net/11599/2352
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 Quality Assurance en_US
dc.title Quality in MOOCs: Surveying the Terrain en_US
dc.type Report en_US
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