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Massively Open Online Courses (MOOCs) give an opportunity for providing access to subjects of mass interest but also allow more niche subjects (Beavon, Commas- Quinn, de los Arcos & Hauck, 2013) to reach a larger audience than the more usual...
We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, promoting the practice of...
We report about two ongoing studies, which challenge the individualistic model of MOOC based learning. MOOC usage is embedded in the context of collocated study groups.
We report on peer-to-peer learning online, describing the role of cooperative, student managed groupings in successful learn-by-MOOC experiences.
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning...
Though the history of massive open online courses is very short, scholars can gain insights by looking at similar movements in the past. This paper examines several historical moments in education to develop an understanding of MOOCs and their...
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide consistent guidance on how to...
The opportunity that Massive Online Open Courses (MOOCs) offer for cost effective massification of learning has generated significant interest from governments, higher education institutions (HEI) and commercial organisations. A growing number of...
This paper appears in the post-proceedings of The International Symposium on Computers in Education (SIIE 2012) in IEEE Xplore.
This article was originally published on the online journal Revista Educacion Virtual.