NDLI: MOOCs for credit

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MOOCs for credit

Content Provider	Scilit
Author	Ng, Jenny McRae, Leanne
Copyright Year	2017
Description	Drawing primarily on examples from the United States and Australia, this chapter explores the nature of the credit offered, and the necessary linkage between this credit and issues of validation, assessment and authentication. It argues that massive open online courses (MOOCs) embody a rationalisation of education that mobilises popular ideologies of contemporary universities as out of touch and irrelevant to present-day economies and employment imperatives. MOOCs for credit go further to entrepreneurialise higher education, by monetising the MOOC model. The chapter also argues that a more considered and reflexive understanding of the relationship between information, knowledge, capitalism, education, students and teachers is needed within the MOOCs for credit debate. It concludes that the 'traditional' MOOC model that celebrates students as the key determinants of their own education cannot service MOOCs for credit that are situated within a much wider context of and for academic knowledge, expertise, accreditation, academic standards and scholarship. Book Name: Massive Open Online Courses and Higher Education
Related Links	https://api.taylorfrancis.com/content/chapters/edit/download?identifierName=doi&identifierValue=10.4324/9781315594248-5&type=chapterpdf
Ending Page	73
Page Count	16
Starting Page	58
DOI	10.4324/9781315594248-5
Language	English
Publisher	Informa UK Limited
Publisher Date	2017-04-21
Access Restriction	Open
Subject Keyword	Book Name: Massive Open Online Courses and Higher Education Moocs for Credit Argues Education Mooc Model Open Online Online Courses
Content Type	Text
Resource Type	Chapter

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