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MOOCs in the Global Context

MOOCs in the Global Context

Sushil K. Oswal
Copyright: © 2017 |Pages: 17
ISBN13: 9781522517184|ISBN10: 1522517189|EISBN13: 9781522517191
DOI: 10.4018/978-1-5225-1718-4.ch003
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MLA

Oswal, Sushil K. "MOOCs in the Global Context." Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, IGI Global, 2017, pp. 39-55. https://doi.org/10.4018/978-1-5225-1718-4.ch003

APA

Oswal, S. K. (2017). MOOCs in the Global Context. In E. Monske & K. Blair (Eds.), Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 39-55). IGI Global. https://doi.org/10.4018/978-1-5225-1718-4.ch003

Chicago

Oswal, Sushil K. "MOOCs in the Global Context." In Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, 39-55. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4.ch003

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Abstract

The purpose of this chapter is to present a critique of MOOC hype in the international context. The author scrutinizes the claims advanced by MOOC proponents by asking two questions: 1) What are the assumptions about literacy and learning that inform MOOC discourse about mass education of U.S. and foreign citizens? and 2) What could be some unstated political, cultural, and economic purposes behind these MOOC ventures? In order to provide a contextualized and substantiated critique of the exaggerated claims about the innovative nature of MOOC pedagogy and their extended reach to the poor citizens of developing countries, the author presents an analysis of two writing courses offered as MOOCs by Georgia Tech and Ohio State University, both sponsored by Bill and Melinda Gates Foundation. Finally, the author also discusses the implications of this MOOC hype in the international context to the United States.

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