Quality in MOOCs: Surveying the Terrain

Hood, Nina; Littlejohn, Allison

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