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Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education

Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education

Stefan Popenici
Copyright: © 2017 |Pages: 11
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch034
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MLA

Popenici, Stefan. "Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 691-701. https://doi.org/10.4018/978-1-5225-0783-3.ch034

APA

Popenici, S. (2017). Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 691-701). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch034

Chicago

Popenici, Stefan. "Deceptive Promises: The Meaning of MOOCs-Hype for Higher Education." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 691-701. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch034

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Abstract

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

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