MOOCs and Open Education Around the World. 2015 Routledge.
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 educative and promising new book relating to massive open online courses and open educational resources (OERs). Learning technology has swiftly grown in terms of interactivity and the opportunity to reach students all over the world since the emergence of the Internet. The life-changing technological influence of the information superhighway makes available powerful types of communication and interaction which are essential for learning technology. There are not too many trends in digital education technology over the past half-century that can match the sudden arrival of these MOOC classes. It has become impossible to cover MOOC classes with one definition because there are many different categories of massively open online courses. Some MOOCs are based on video conversations plus facilitated interaction or discussion forums. Some massively open online courses are a supply-side answer to recent increases in the demand for teaching and training. Massive open online courses are incontestably a relevant change agent influencing e-learning today.
MOOCs and Open Education articulates the depth and nature of changes which include openness, faculty professional development, quality assurance, student success, and corporate learning. This Routledge Chapman & Hall book talks about several crucial gains in MOOCs. This interesting book also researches open education resources (OERs) and online education issues. The front matter of this book includes Forward #2 by Fred Mulder. This book is about “MOOCs and Open Education: Historical and Critical Reflections” and includes Chapter #3 by Kumiko Aoki. The second part of this book includes Chapter #6 by Laura Czerniewicz, Glenda Cox, Cheryl Hodgkinson-Williams and Michelle Willmers. This book is about “Researching and Evaluating Notions of MOOCs and Openness” and includes Chapter #7 by Markus Deimann, Alexander Lipka, and Theo Bastiaens which is titled “Strange Bedfellows?!: What can MOOCs learn from Distance Education?”. 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”. This book includes Chapter #13. This chapter was written by Richard DeMillo. To find out more about this edited collection please see this open education website.
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