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Reconceptualising Learning in the Digital Age [electronic resource] : The [Un]democratising Potential of MOOCs / by Allison Littlejohn, Nina Hood.

By:

Littlejohn, Allison [author.]

Contributor(s):

Material type: Text

TextSeries: SpringerBriefs in Open and Distance EducationPublisher: Singapore : Springer Singapore : Imprint: Springer, 2018Description: VIII, 108 p. 9 illus., 7 illus. in color. online resourceContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9789811088933

Subject(s):

Additional physical formats: Printed edition:: No title; Printed edition:: No titleDDC classification:

371.33 23

LOC classification:

LC8-6691

Online resources:

Electronic version-Цахим хувилбар

Contents:

Foreword -- Preface -- Chapter 1: The Myth of the Massive Open Online Course -- Chapter 2: Multiple Contexts and Purposes of MOOCs -- Chapter 3: Reconceptualising the Learner and Learning -- Chapter 4: The MOOC as a Misfit -- Chapter 5: Future Directions in Open Learning -- Index.

Summary: This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode	Item holds
Цахим хувилбартай гадаад ном	МУБИС Төв номын сан	371.33 (Browse shelf(Opens below))	Available

Total holds: 0

This book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.

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