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Reconceptualising Learning in the Digital Age

The [Un]democratising Potential of MOOCs

  • Allison Littlejohn
  • Nina Hood

Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Also part of the SpringerBriefs in Open and Distance Education book sub series (BRIEFSODE)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Allison Littlejohn, Nina Hood
    Pages 1-19
  3. Allison Littlejohn, Nina Hood
    Pages 21-34
  4. Allison Littlejohn, Nina Hood
    Pages 57-77
  5. Allison Littlejohn, Nina Hood
    Pages 79-94
  6. Allison Littlejohn, Nina Hood
    Pages 95-108

About this book

Introduction

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.

Keywords

Massive Open Online Course Open Learning Open Education Professional Learning Digital Learning online courses MOOCs internet and higher education

Authors and affiliations

  • Allison Littlejohn
    • 1
  • Nina Hood
    • 2
  1. 1.Open UniversityMilton KeynesUnited Kingdom
  2. 2.University of AucklandAucklandNew Zealand

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-8893-3
  • Copyright Information The Author(s) 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-8892-6
  • Online ISBN 978-981-10-8893-3
  • Series Print ISSN 2211-1921
  • Series Online ISSN 2211-193X
  • Buy this book on publisher's site