Advances in Educational Technologies and Instructional Design: Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future

Editors: McKay, Elspeth and Lenarcic, John
Publication Year: 2015
Publisher: IGI Global

Single-User Purchase Price: $200.00
Unlimited-User Purchase Price: $300.00
ISBN: 978-1-4666-8324-2
Category: Social Sciences - Education
Image Count: 48
Book Status: Available
Table of Contents

Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future provides insight into the emerging phenomenon of MOOCs as a design manual for the course designer with a collection of chapters that deal with all facets of the MOOC debate.

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Table of Contents

  • Editorial Advisory Board and List of Reviewers
  • Foreword
  • Preface
  • Acknowledgment
  • Section 1: Policy Issues in MOOCs Design: Emerging Technology and Change Management Issues for eLearning in the MOOCs Environment
  • Chapter 1: Mining a MOOC
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • THE NATURE OF TEACHING IN A MOOC
  • DIRECTIONS FOR INQUIRY
  • THE PROCESS OF LEARNING IN A MOOC
  • QUALITY OF ASSESSMENT
  • JUDGING THE MOOC'S PERFORMANCE
  • CONCLUSION
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Chapter 2: Quality Assurance for Massive Open Access Online Courses
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • QUALITY ASSURANCE AND NON-AWARD COURSES
  • APPLYING THE QUALITY ASSURANCE FRAMEWORK
  • CONCLUSION
  • ADDITIONAL READING
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Chapter 3: Professional Learning through MOOCs?
  • ABSTRACT
  • INTRODUCTION
  • MOOCS AND FUNDAMENTAL LEARNING PROCESSES IN THE PROFESSIONS
  • MOOCS, THE OPEN EDUCATIONAL MOVEMENT, AND EXPERTISE
  • FEATURES OF DISCIPLINES AND PROFESSIONAL EDUCATION
  • POLICY IMPLICATIONS
  • CONCLUSION
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Chapter 4: MOOCs and the Art Studio
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND CONTEXTS
  • METHODOLOGY
  • REFLECTIONS
  • DISCUSSION
  • RECOMMENDATIONS
  • CONCLUSION
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Section 2: Social Networking and Collaborative Learning: Building MOOCs Communities
  • Chapter 5: Internationalising Social Work Education Using Massive Open Online Courses
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND: TECHNOLOGY AND SOCIAL WORK EDUCATION
  • INTERNATIONALISING THE CURRICULUM
  • INTERNATIONALISING SOCIAL WORK
  • CASE STUDY: COMMUNITY WORK
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Section 3: ePedagogy and Interactive MOOCs: ePedagogy and Students’ Use of HCI – Integrating Interactivity into Asynchronous MOOCs
  • Chapter 6: Learning Theories
  • ABSTRACT
  • INTRODUCTION
  • LITERATURE REVIEW ON MOOCs
  • LEARNING THEORIES FOR HIGHER EDUCATION
  • DISCUSSION ON E-PEDAGOGICAL STRATEGIES FOR HIGHER EDUCATION
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Chapter 7: Beyond the Phenomenon
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • ePEDAGOGY: xMOOCS AND cMOOCS
  • PERFORMANCE MEASUREMENT
  • SOLUTIONS AND RECOMMENDATIONS
  • FUTURE DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Section 4: Rich Internet Applications and Educational Practice of MOOCs: Educational Training Design
  • Chapter 8: What is Best for the Learner?
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • ACCESSIBILITY
  • COST TO THE LEARNER
  • QUALITY OF INSTRUCTIONAL DESIGN
  • LEARNER PERFORMANCE
  • ACQUIRING ONLINE COLLABORATION METHODS AND APPLYING RESOURCES CURRENTLY USED IN TODAY'S WORKPLACE
  • SOLUTIONS AND RECOMMENDATIONS
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Chapter 9: Deceptive Promises
  • ABSTRACT
  • INTRODUCTION
  • THE MOOC FERVOUR: GENEROUS IDEALS AND PROSAIC REALITIES
  • CONCLUSION
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Chapter 10: Redefining the Classroom
  • ABSTRACT
  • INTRODUCTION
  • OPEN AND DISTANCE LEARNING
  • RECENT TRENDS AND INITIATIVES
  • BLENDED LEARNING INITIATIVES
  • DISCUSSION
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • ACKNOWLEDGMENT
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Chapter 11: MOOCs
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • DISTANCE EDUCATION
  • ONLINE LEARNING
  • PEDAGOGY
  • MOOC PROVIDERS
  • A MOOC BUSINESS MODEL
  • ISSUES EMERGING FROM THE CONVERSATION ABOUT MOOCS
  • WHAT IS THE FUTURE OF MOOCS?
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Chapter 12: The Evolution of Online Learning and Related Tools and Techniques toward MOOCs
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • TOOLS AND OPPORTUNITIES
  • THE CHALLENGES AND OPPORTUNITIES PRESENTED BY MOOCs
  • THE FUTURE
  • REFERENCES
  • KEY TERMS AND DEFINITIONS
  • Chapter 13: MOOCs in Initial Teacher Training
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • MAIN FOCUS OF THE CHAPTER
  • SOLUTIONS AND RECOMMENDATIONS
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Chapter 14: Challenges about MOOCs in Teacher Training
  • ABSTRACT
  • INTRODUCTION
  • BACKGROUND
  • MAIN FOCUS OF THE CHAPTER
  • SOLUTIONS AND RECOMMENDATIONS
  • FUTURE RESEARCH DIRECTIONS
  • CONCLUSION
  • REFERENCES
  • ADDITIONAL READING
  • KEY TERMS AND DEFINITIONS
  • Compilation of References
  • About the Contributors