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Posted on 21 May 2013 with 0 comments
In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts.
Featured category: 21st century skills
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› 21st century skills (206)
› Assessment online (103)
› Blended learning (128)
› Collaboration (248)
› Digital literacy (239)
› Educational leadership (107)
› Engagement and performance (279)
› Evaluating ICT effects (98)
› ICT in education (475)
› Information (78)
› Information sources (107)
› Innovation (175)
› Interactive personal networking (99)
› Internet use (157)
› Learning communities (115)
› Learning environment (633)
› Learning systems (77)
› Mobile learning (218)
› Multimedia (65)
› Open scholarship (129)
› Pedagogy (441)
› Personalising learning (114)
› Social Media (176)
› Teacher capacity (144)
› Teacher education (96)
› Training (102)
› Trends (162)
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