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Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs

Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs

Robert W. McEachern
Copyright: © 2017 |Pages: 15
ISBN13: 9781522517184|ISBN10: 1522517189|EISBN13: 9781522517191
DOI: 10.4018/978-1-5225-1718-4.ch022
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MLA

McEachern, Robert W. "Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs." 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. 370-384. https://doi.org/10.4018/978-1-5225-1718-4.ch022

APA

McEachern, R. W. (2017). Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs. In E. Monske & K. Blair (Eds.), Handbook of Research on Writing and Composing in the Age of MOOCs (pp. 370-384). IGI Global. https://doi.org/10.4018/978-1-5225-1718-4.ch022

Chicago

McEachern, Robert W. "Challenging Evaluation: The Complexity of Grading Writing in Hybrid MOOCs." In Handbook of Research on Writing and Composing in the Age of MOOCs, edited by Elizabeth A. Monske and Kristine L. Blair, 370-384. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1718-4.ch022

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Abstract

When MOOCs exploded into the public consciousness in 2012, many supporters touted their potential to disrupt higher education. In a short time, MOOCs have evolved, and that role as radical change agents seems to have faded. However, the use of Hybrid MOOCs, in which onground courses use MOOCs for some or all of their content, does have the potential to be disruptive, albeit on a smaller scale. This article will describe one Hybrid MOOC and the ways it could be used to disrupt individual pedagogy, and perhaps affect larger change as a result.

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