rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: To MOOC or not to MOOC
    sub title: how can online learning help to build the future of higher education?
  name:
    name part: Porter, Sarah
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: ScienceDirect (Online service)
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: enk
    date issued: 2015
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (208 pages)
  abstract: Scarcely a week goes by without coverage in the UK and international media about the latest MOOC revelation. Despite some significant initiatives in the dotcom era, online learning has somehow never delivered on its promise to revolutionize education. To MOOC or not to MOOC explores the history of MOOCs and analyses the current MOOC context by describing six institutions and the story of their engagement with MOOCs. Looking at each of the different type of institution in turn, it analyses the processes behind their decision to engage with online learning and MOOCs, how the MOOC project is managed and led, and discusses issues such as quality assurance, governance and partnerships. Chapters draw together and analyse the data and draw out advice for institutions, to help them make choices about how to respond to MOOCs and other high-impact changes in digital education. The book contains checklists and planning tools to support strategy and planning, and concludes with a future look at MOOCs exploring some of the possible trends that may impact upon higher education, such as business models, data and analytics, learning design and competitors in the MOOC marketplace.
  table of contents: Part One 1: What are MOOCs? -- The MOOCosphere -- Examples of MOOCs -- Introduction to the case studies -- The confident entrepreneurs -- The old hands: Experts in online and distance learning -- The institutional innovators -- The opportunists -- The cautious experimenters -- The old guard -- Key issues that emerged from the case studies -- Planning the MOOC project -- Planning your MOOC : costings -- Business models for MOOCs -- Additional benefits of MOOCs -- Part Two: Looking to the future Introduction -- Understanding your market : the learner as consumer -- Data and analytics -- The developing MOOC market -- Appendix A. Understanding your MOOC-i-vation -- Appendix B. Checklist of costs for developing MOOCs -- Appendix C. Framework for the design and evaluation of MOOCs, Lytics Lab, Stanford University Index
  note: Sarah Porter.
  note: Includes bibliographical references and index.
  subject:
    topic: MOOCs (Web-based instruction)
  subject:
    topic: Telecommunication in education
  subject:
    topic: Cours en ligne ouverts à tous
  subject:
    topic: Télécommunications en éducation
  subject:
    topic: EDUCATION
    topic: Computers & Technology
  subject:
    topic: MOOCs (Web-based instruction)
  subject:
    topic: Telecommunication in education
  classification: LB1044.87
  classification: 371.33/44678
  related item:
    title info:
      title: To MOOC or not to MOOC
    name:
      name part: Porter, Sarah.
    origin info:
      publisher: Waltham, MA : Chandos Publishing/Elsevier, ©2015
    identifier: (OCoLC)913567012
  related item:
    title info:
      title: Chandos information professional series
  identifier: 9780081000618
  identifier: 0081000618
  identifier: 0081000480
  identifier: 9780081000489
  identifier: 9780081000618 Ingram Content Group
  identifier: http://proxy.library.tamu.edu/login
  record info:
    record content source: N$T
    record creation date: 150527
    record change date: 20260407211228.3
    record identifier: in00005759170
    language of cataloging:
      language term: eng