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 is an appealing and promising new book relating to massively open online courses (MOOC) and open educational resources (OER). Electronic educational technology has swiftly grown in terms of interactivity and the capacity to reach students in all parts of the world since the emergence of the Internet. The transformational technological influence of the information superhighway allows forms of communication and interaction which are essential for digital education technology. There are scarcely any trends in distance learning technology over the past few decades that can match the sudden arrival of massive open online courses. We can no longer cover these MOOC classes with one definition because there are many different categories of massively open online courses. Some MOOC courses are based on prerecorded video seminars plus facilitated interaction or discussion forums. Some massive open online courses are an effort to meet increases in the demand for erudition and online learning. MOOCs are definitely a relevant change agent influencing blended learning today.
MOOCs and Open Education discusses the basis for understanding the unprecedented educational opportunities available to individual professors academics, universities, and societies. This Routledge book talks about dozens of significant trends in massive open online courses (MOOCs). This thought-provoking new book also examines open education and online education topics. This book includes Forward #2 by Fred Mulder. This book includes Chapter #1 by David Wiley which is titled “The MOOC Misstep and the Open Education Infrastructure”. This book is about “Open Education Opportunities Now and On the Horizon” and includes Chapter #6 by Laura Czerniewicz, Glenda Cox, Cheryl Hodgkinson-Williams and Michelle Willmers which is titled “Open Education at the University of Cape Town”. This book is about “Researching and Evaluating Notions of MOOCs and Openness” and includes Chapter #7 by Markus Deimann, Alexander Lipka, and Theo Bastiaens. This book is about “Thoughts on the Quality of MOOCs and OER” and includes Chapter #10. The fifth part of this book includes Chapter #17 which is titled “Feminist Alternatives to Massive Open Online Courses (MOOCs): The Inception of the Distributed Open Collaborative Course (DOCC)”. This chapter was written by Erika M Behrmann, Radhika Gajjala, Elizabeth Losh, T.L. Cowan, Penelope Boyer, Jasmine Rault, Laura Wexler and CL Cole. To learn more about this book go to this open education resource website.
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