Abstract
MOOC stands for Massive Open Online Course, which has received a great deal of attention from higher educational institutions. This attention has been particularly popularized by mass media with comments from innovative, disruptive, Educational Evolution, Come the Revolution (Friedman, 2012), the campus tsunami (Brooks, 2012), Faducation (Barlow, 2013), False promise (Carlson & Blumenstyk, 2012), to hype, shallow, McDonaldization of global higher education (Lane & Kinser, 2012), etc. Hill (2012) indicated MOOC as a successor to online education receives controversial conversations on current higher education. While online education is still criticized with quality, MOOC is extolled publicly on the value and quality potential of online education by elite institutions with millions of dollars in investments (Hill, 2012). Furthermore, MOOC is frequently open for all to enroll with no cost. It is called free courses, free education, etc. Coursera, an MOOC platform offered by Stanford University, now has more than 1.3 million students enrolling in more than 200 courses from 32 universities. Additionally, it starts granting verifi ed certifi cates for students who complete the course requirements with a fee between 30 and 100 dollars (Midha, 2013).
| Original language | English (US) |
|---|---|
| Title of host publication | Media Rich Instruction |
| Subtitle of host publication | Connecting Curriculum to All Learners |
| Publisher | Springer International Publishing |
| Pages | 287-304 |
| Number of pages | 18 |
| ISBN (Electronic) | 9783319001524 |
| ISBN (Print) | 9783319001517 |
| DOIs | |
| State | Published - Jan 1 2014 |
ASJC Scopus subject areas
- General Social Sciences