Furthering Higher Education Possibilities through Massive Open Online Courses

Furthering Higher Education Possibilities through Massive Open Online Courses

Anabela Mesquita (CICE – ISCAP / Polytechnic of Porto, Portugal & Algoritmi RC, Minho University, Portugal) and Paula Peres (CICE – ISCAP / Polytechnic of Porto, Portugal)
Indexed In: SCOPUS View 1 More Indices
Release Date: September, 2015|Copyright: © 2015 |Pages: 311
ISBN13: 9781466682795|ISBN10: 1466682795|EISBN13: 9781466682801|DOI: 10.4018/978-1-4666-8279-5


In recent years, technological advancements have enabled higher-learning institutions to offer millions of independent learners the opportunity to participate in open-access online courses. As this practice expands, drawing considerable media attention, questions continue to arise regarding pedagogical methodology and the long-term viability of open learning.

Furthering Higher Education Possibilities through Massive Open Online Courses seeks to provide a space for discussion of MOOCs: what they mean for the learning process, how they are redefining the concept of a classroom, and what effects they may have on the role of teachers. Featuring emerging research on a variety of topics relating to distance education, informal learning, as well as educational costs and funding, this book is aimed at teachers, administrators, business professionals, and designers of both curricular resources and e-classroom technology.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Business Administration for Online Education
  • Curricular Design
  • Digital Classrooms
  • Education Technology
  • MOOCs
  • Online Learning
  • Pedagogy

Reviews and Testimonials

Computer science, education, and other specialists from Europe and South Africa provide 12 chapters that discuss massive open online courses (MOOCs). They address their relationship to universities, the economic and educational implications of pricing disaggregation, their use in the continuing education of engineers and scientists, and different business models; pedagogical concerns like requirements, learning theories, learning objects, assessment activities, and the use of visualization for reflection; case studies of a course on bullying and foreign language; and the connection to work in terms of assisted mechatronics learning.

– ProtoView Reviews

The major strength of the book is that it provides guidelines for the implementation of MOOCs in practical terms, away from the clichéd terms (such as “revolution,” “hype,” or “innovation”) that are often associated with them. While the MOOCs revolution is rumored to be coming to an end, the authors assign to the movement a role that could still be made to higher education. To this end, the book calls for pedagogical refinements as well as a clear analysis of the financial viability of MOOCs.

– Reflective Teaching

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Dr. Anabela Mesquita is a professor at the Institute of Administration and Accountancy (ISCAP)/Polytechnic School of Porto (IPP), Portugal. She is also the Editor-in-Chief of the International Journal of Technology and Human Interaction, which is an academic journal indexed by EI-Compendex. In addition, Dr. Mesquita has published numerous papers in various international journals and conferences. She also serves as one of Organizing Committee Chairs of The Third International Conference on E-Technologies and Business on the Web (EBW2015) that will be held at the ESG Management School, Paris, France in 2015. Moreover, Dr. Mesquita is an Associate Editor of the Information Resources Management Journal and referee for the Journal of Cases of Information Technology. She has also been evaluator and reviewer for European commission projects.
Paula Peres, PhD, completed her doctoral at the University of Minho. Master in computer science and graduate in Math Computer. She is currently teaching on the computer scientific science area in the Higher Institute of Accounting and Administration of Porto, ISCAP. She is developing many research activities concerning the Integration of the Information Technologies and Communication in a higher education context. She has already participated in some initiatives and courses in a blended learning mode and she uses these technologies to support and complement her learning practices. She has had some books published in the information systems area and she has also cooperated in e-learning editions.