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Facilitated MOOC support - closed bubbles in an open sea
Linnaeus University, The University Library.ORCID iD: 0000-0003-1194-0674
University of Birmingham.
2018 (English)In: The 2018 OpenupEd TrendReport on MOOCs / [ed] D. Jansen; L. Konings, Maastricht, Netherlands: EADTU , 2018, p. 31-34Chapter in book (Other academic)
Abstract [en]

A frequently voiced criticism of MOOCs is that they attract digitally literate graduates rather than learners who would most benefit from open education. Possible reasons for this include lack of awareness of open education, low levels of digital literacy, lack of experience of online learning, language issues, and lack of independent study skills. Those who do participate may find the massive and open nature of MOOCs overwhelming. This chapter looks at ways in which third-party organisations are offering structured social interaction and support for MOOC-based learning, both online and offline, with reference to a growing body of literature in this area.

Place, publisher, year, edition, pages
Maastricht, Netherlands: EADTU , 2018. p. 31-34
Keywords [en]
MOOC, inclusion, collaboration, open education, support
National Category
Learning
Identifiers
URN: urn:nbn:se:lnu:diva-76622ISBN: 978-90-79730-33-9 (electronic)OAI: oai:DiVA.org:lnu-76622DiVA, id: diva2:1230382
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2018-07-18Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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