Book Chapter Details
Mandatory Fields
Marcus-Quinn A.;Clancy I.
2015 September
Furthering Higher Education Possibilities through Massive Open Online Courses
Learning objects in MOOC: Good practice for learning objects
Optional Fields
2015 IGI Global. Massive Online Open Courses (MOOC) are still in their infancy on the surface they look like the necessary silver bullet to provide alternate pathways to education. However, when completion rates and retention figures were published in 2013 the whole concept of the MOOC came under criticism. This criticism has grown largely as a result of the uncertainty and lack of detail about what a MOOC actually is; yet there appears to be a global drive behind MOOC. The ubiquitous presence of technology may be seen as a change agent and there is arguably sufficient demand for a new delivery model to provide education to a modern market. MOOC could fulfil this requirement for an alternate model. Central to the success of MOOC is the availability of high quality learning objects or Open Educational resources (OERs). This chapter provides a background to learning objects and MOOC and looks at good practices in the design, development and management of learning objects in MOOC.
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