MOOCs and Open Education Around the World. Routledge – 2015.
Edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds.
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MOOCs and Open Education Around the World is an illuminating and promising edited collection relating to massively open online courses and open education resources. Digital learning technology has rapidly improved in terms of interactivity and the opportunity to reach humans all over the world since the emergence of the Internet. The life-changing technological impact of the World Wide Web offers powerful forms of communication and interaction which are essential for e-learning. There are few trends in learning technology over the past few decades that can match the sudden arrival of MOOC classes. It is no longer possible to cover these MOOC courses with one definition because there are many different categories of MOOCs. Some MOOC classes are based on prerecorded video discussions plus facilitated interaction or discussion forums. Some MOOC classes are an effort to meet global increases in the demand for edification and online learning. These massive open online courses are unmistakably a meaningful change agent influencing blended learning today.
MOOCs and Open Education investigates the depth and nature of changes which include openness, faculty professional development, quality assurance, student success, and corporate learning. This Routledge edited collection analyzes a lot of substantial evolvements in massively open courses (MOOC). This dramatic new book also researches open educational resources and online education issues. This book includes a preface which is titled “Actions Leading to MOOCs and Open Education Around the World”. The first part of this book is about “MOOCs and Open Education: Historical and Critical Reflections” and includes Chapter #1 by David Wiley. This book includes Chapter #4 by Gerard L. Hanley. This book is about “Researching and Evaluating Notions of MOOCs and Openness” and includes Chapter #7. The fourth part of this book is about “Thoughts on the Quality of MOOCs and OER” and includes Chapter #10 by Karen Swan, Scott Day, Leonard Bogle, and Traci van Prooyen which is titled “AMP: A Tool for Characterizing the Pedagogical Approaches of MOOCs”. The fifth part of this book is about “Innovative Courses, Programs, and Models of Instruction” and includes Chapter #16 which is titled “The Collaborative Design and Development of MOOCs for Teacher Professional Development”. This chapter was written by Bernard Robin and Sara McNeil. For more info about this 2015 Routledge edited collection please visit this open educational books website.
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