MOOCs and Open Education Around the World. Routledge Published: July 1, 2015.
Edited by Curtis J. Bonk, Mimi M. Lee, Thomas C. Reeves, Thomas H. Reynolds.
Find out more about this educative new book MOOCs and Open Education
MOOCs and Open Education is an exciting and promising new edited collection related to massive open online courses (MOOCs) and open educational resources. Online learning technology has rapidly improved in terms of interactivity and the ability to reach students all around the world since the emergence of the Internet. The life-changing technological impact of the Internet makes possible potent forms of communication and interaction which are essential for online learning technology. There are not many trends in distance learning technology over the past half-century that can match the sudden arrival of these MOOCs. It has become impossible to cover massively open online courses with one definition because there are many different categories of MOOC courses. Some MOOCs are based on video group discussions plus facilitated interaction or discussion forums. Some MOOC courses are an answer to global increases in the demand for indoctrination and distance learning. MOOC classes are surely a significant change agent influencing e-learning technology today.
MOOCs and Open Education Around the World discusses the current state of electronic education technology and open education resources (OER) in general. This 2015 edited collection investigates several far-reaching improvements in massively open online courses. This thought-provoking new book also investigates education resources and online education subjects. The front matter of this book includes a preface by Curtis J. Bonk, Mimi Miyoung Lee, Thomas C. Reeves, and Thomas H. Reynolds. The first part of this book is about “MOOCs and Open Education: Historical and Critical Reflections” and includes Chapter #3 by Kumiko Aoki which is titled “MOOCs and Open Education in Japan: A Case of the Open University of Japan”. The second part of this book includes Chapter #5 by Carina Bossu, David Bull and Mark Brown which is titled “Enabling Open Education: A Feasibility Protocol for Australian Higher Education”. The third part of this book includes Chapter #9 which is titled “Reflections of an Early MOOC Provider: Achievements and Future Directions”. The fourth part of this book 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”. For more information about this edited collection please see this book about massively open online courses website.