Fixing higher education through technology: Canadian media coverage of massive open online courses

Dumitrica, Delia

doi:10.1080/17439884.2017.1278021

Cited by 13 publications

(22 citation statements)

References 20 publications

(21 reference statements)

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“…Similarly, the article published by Bosco and Rodríguez-Gómez attests to use of online teaching in Europe in general and in Spain in particular (Bosco & Rodríguez-Gómez, 2011). Use of online teaching in higher education is also common in the Americas (Wang & Chen, 2003;Dumitrica, 2017), Asia (Donoghue, 2006;Kang & Song, 2007), and Africa (Escher, Noukakis, & Aebischer, 2014;Olunivi & Nhamo, 2013;Apena, 2016).…”

Section: The Teaching Methods As An Opportunity For International Collmentioning

confidence: 96%

The Development of Online Learning in Israeli Higher Education

Cohen¹,

Davidovitch²

2020

JEL

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The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method’s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel’s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

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Section: The Teaching Methods As An Opportunity For International Collmentioning

confidence: 96%

The Development of Online Learning in Israeli Higher Education

Cohen¹,

Davidovitch²

2020

JEL

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“…En témoigne par exemple le projet en cours Education Technology Industry Network mené par Watters ainsi que les travaux de Hall (2011) sur l'industrialisation de l' enseignement supérieur. Elle est aussi convoquée pour appréhender certaines innovations technologiques en éducation, comme les Massive Open Online Courses (MOOC) (Dumitrica, 2017;Hall, 2015 (1) en quoi les inégalités numériques en contexte extrascolaire viennent percoler les usages en contexte scolaire;…”

Section: L'émergence D'un Projet Critique : Un Paysage Bigarréunclassified

Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques?

Brotcorne

Collin

Schneider

2019

Formation-profession

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This article aims at identifying critical sources and issues in educational technologies research by comparing the way they use critical perspective to the way such approach are used in the field of research within they are embedded: the sciences of education. The article shows that educational research has a critical foundation since its institutionalization. In contrast, research on educational technologies seems to have implicitly practiced critical posture without aiming to set out a critical research program with coherent epistemological frameworks.

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“…Three reasons make this an important critical task. First, on a very pragmatic level, these platforms are (considered to be) critically part of the contemporary OE landscape, for instance in academic literature, European education policies, and popular discussions (Decuypere, 2016; Dumitrica, 2017). Second, an analysis of the theoretical ideas circulating around open learning as discussed in this section is not only crucial in order to apprehend the conceptual milieu out of which these platforms have concretized, but equally in order to be able to critically describe these operations in view of these ideas.…”

Section: Commonly Held Ideas About Open Learning and The Open Learnermentioning

confidence: 99%

“…For instance, on the about pages of their respective websites, edX mentions “openness” only in relation to its platform being open source; Coursera and FutureLearn in relation to universal accessibility (open to anyone); and Udacity doesn’t mention it at all. Despite their contemporary popular association with openness (especially in media and in education policies—Dumitrica, 2017), many platforms are thus not particularly inclined to understand themselves explicitly in these terms.…”

Section: Luring and Flexibilizing The Open Learnermentioning

confidence: 99%

“…Even though the MOOC-landscape is characterized by a high diversity that cannot be fully captured by this distinction, c- and xMOOCs have overall received the largest amount of media coverage (Storme et al, 2016). Often touted as disruptive innovations that would radically transform the higher education sector, over the last decade various sorts of MOOCs have been depicted as a technological solution that would fix problems of unequal access and extortionate tuition fees (Dumitrica, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

Decuypère

2018

European Educational Research Journal

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Open Education (OE), a generic term for a collection of practices that seek to broaden the access to education through digital means, has gained increasing traction and popularity over the last years and from various corners, both globally and in European circles. Rather than taking the technologies OE makes use of at face value, this article analyzes the concrete operations that Massive Open Online Courses (MOOC) platforms perform, and more specifically the sorts of open learning and the type of open learner that are being shaped by these platforms. Understanding such platforms as active, sociotechnical devices, the article first provides an overview of the conceptual milieu out of which these MOOC platforms originated. In a second part, contemporary MOOC platforms that have concretized out of this milieu are analyzed. Different types of operations that enact a very specific figure of the open learner (and types of open learning) are advanced: The open learner is increasingly being lured and made flexible, controlled and molded, communalized and responsibilized, and finally trained and empowered. The article ends with some outlines for possible future concretizations of OE and its MOOC platforms.

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Fixing higher education through technology: Canadian media coverage of massive open online courses

Cited by 13 publications

References 20 publications

The Development of Online Learning in Israeli Higher Education

The Development of Online Learning in Israeli Higher Education

Des recherches en éducation au domaine des technologies éducatives : quelles dynamiques d’appropriation des approches critiques?

Open Education platforms: Theoretical ideas, digital operations and the figure of the open learner

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