Changing the Tune: MOOCs for Human Development? A Case Study (Pre-print)
| col.bookchapter.booktitle | Changing the Tune: MOOCs for Human Development? A Case Study (Pre-print) | en_US |
| dc.contributor.author | Balaji, Venkataraman | |
| dc.contributor.author | Kanwar, Asha | |
| dc.date.accessioned | 2015-06-30T20:05:56Z | |
| dc.date.available | 2015-06-30T20:05:56Z | |
| dc.date.issued | 2015-06 | |
| dc.description | This is an author version pre-print. There may be changes between this and the published version. | |
| dc.description.abstract | The Massive Open Online Course (MOOC) is covered in critical analysis as well as in popular media as a development exclusively bearing on the Higher Education sector (The Economist, 2014). This term has also acquired an informal brand connotation – it refers to a package of course offerings, platforms, and processes identified with three pioneering organizations, namely edX, Coursera, and Udacity who tend to offer lecture and content-based MOOCs or “xMOOCs.” A thoroughly informed analysis of MOOCs has tended to focus on their role and impact in higher education in North America (Hollands & Tirthali, 2014). In contrast, proponents of connectivist MOOCs or “cMOOCs” have focused on pedagogy and style (for example, see Siemens, 2014). | en_US |
| dc.identifier.citation | Balaji, Venkataraman and Kanwar, Asha, (2015-2016). Changing the Tune: MOOCs for Human Development? A Case Study. In: MOOCs and Open Education Around the World, New York: Routledge, Pp. 206-217. | |
| dc.identifier.uri | http://hdl.handle.net/11599/882 | |
| dc.subject | Massive Open Online Courses (MOOC) | en_US |
| dc.subject | Open Educational Resources (OER) | en_US |
| dc.title | Changing the Tune: MOOCs for Human Development? A Case Study (Pre-print) | en_US |
| dcterms.type | Preprint |