The Rise and Fall of Massive Open Online Course

This paper provides a summary of the current debate on the phenomenon of massive open online courses: MOOCs. The concept of MOOCs entered as a Tsunami to educational institutions in Europe and other countries, since its introduction in 2008. Several authors defined MOOCs as a “disruptive educational...

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Detalles Bibliográficos
Autor principal: Laaser, Wolfram; Former Akademischer Direktor at Fernuniversität Hagen
Formato: Artículo publishedVersion
Lenguaje:Español
Publicado: Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2014
Materias:
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/9552
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=ar/ar-001&d=article9552oai
Aporte de:
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institution Consejo Latinoamericano de Ciencias Sociales
institution_str I-16
repository_str R-122
collection Red de Bibliotecas Virtuales de Ciencias Sociales (CLACSO)
language Español
topic MOOC; personal learning environments; hype cycle; conectivism; evaluation of online courses.
MOOC; entornos personales de aprendizaje; ciclo de sobreexpectación; conectivismo; evaluación de cursos en línea
spellingShingle MOOC; personal learning environments; hype cycle; conectivism; evaluation of online courses.
MOOC; entornos personales de aprendizaje; ciclo de sobreexpectación; conectivismo; evaluación de cursos en línea
Laaser, Wolfram; Former Akademischer Direktor at Fernuniversität Hagen
The Rise and Fall of Massive Open Online Course
topic_facet MOOC; personal learning environments; hype cycle; conectivism; evaluation of online courses.
MOOC; entornos personales de aprendizaje; ciclo de sobreexpectación; conectivismo; evaluación de cursos en línea
description This paper provides a summary of the current debate on the phenomenon of massive open online courses: MOOCs. The concept of MOOCs entered as a Tsunami to educational institutions in Europe and other countries, since its introduction in 2008. Several authors defined MOOCs as a “disruptive educational innovation” being a fundamental change that would be producing a significant change in the educational sector. However, the characteristics of MOOCs were not clearly defined, and they were modified by different experiences. The theoretical framework that supported the introduction of MOOCs was labeled as “conectivism”, and intended to provide a new theory of learning for the 21st century. Both concepts caused enormous enthusiasm on educators and institutions, but also generated skepticism and strong criticism from several researchers who considered the concepts as scarcely novel and judged the theoretical fundamentals as imprecise and insufficiently related to already existing theories. For that reason, we will describe the context in which these concepts arose, the reasons that caused the popularity of the concept of MOOCs, as well as their later decline. Finally, some perspectives for their future development are pointed out.
format Artículo
publishedVersion
Artículo
publishedVersion
author Laaser, Wolfram; Former Akademischer Direktor at Fernuniversität Hagen
author_facet Laaser, Wolfram; Former Akademischer Direktor at Fernuniversität Hagen
author_sort Laaser, Wolfram; Former Akademischer Direktor at Fernuniversität Hagen
title The Rise and Fall of Massive Open Online Course
title_short The Rise and Fall of Massive Open Online Course
title_full The Rise and Fall of Massive Open Online Course
title_fullStr The Rise and Fall of Massive Open Online Course
title_full_unstemmed The Rise and Fall of Massive Open Online Course
title_sort rise and fall of massive open online course
publisher Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2014
url https://revistas.unc.edu.ar/index.php/vesc/article/view/9552
http://biblioteca.clacso.edu.ar/gsdl/cgi-bin/library.cgi?a=d&c=ar/ar-001&d=article9552oai
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