Massive Open Online Librarianship: Emerging Practices in Response to MOOCs

Mune, Christina

doi:10.1080/1533290x.2014.946350

Cited by 13 publications

(8 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition to the many hopes for MOOCs and the benefits associated with them, the selected articles Other papers address the topic of licensing and intellectual property from the perspective of academic librarians (e.g., Mune, 2015;Gore, 2014). The business models on which MOOCs are based are important for their sustainability; Porter (2015) describes various models that are used by MOOC platforms and providers ("MOOConomics") and finds that most MOOCs are currently based on a freemium model, in which "a certain amount of a product is available to all, freely, whilst other parts of the product are charged for" (p. 57).…”

Section: Potential-development-world-universities)mentioning

confidence: 99%

What Research Says About MOOCs – An Explorative Content Analysis

Zawacki‐Richter

Bozkurt

Alturki

et al. 2018

IRRODL

104

View full text Add to dashboard Cite

Section: Potential-development-world-universities)mentioning

confidence: 99%

What Research Says About MOOCs – An Explorative Content Analysis

Zawacki‐Richter

Bozkurt

Alturki

et al. 2018

IRRODL

104

View full text Add to dashboard Cite

“…Their research showed how MOOC practices become and should become a natural part of the curricula offered by universities. Scanlon [31] and Mune [32] highlighted that MOOCs are valuable learning and educational initiatives that should be used as default resources in the same way that scientific journals and textbooks are used.…”

Section: Resultsmentioning

confidence: 99%

MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas

Ossiannilsson¹,

Altinay²,

Altınay³

2016

Education Sciences

View full text Add to dashboard Cite

Abstract:Massive open online courses (MOOCs) provide opportunities for learners to benefit from initiatives that are promoted by prestigious universities worldwide. The introduction of MOOCs in 2008 has since then transformed education globally. Consequently, MOOCs should be acknowledged as a pedagogical innovation and recognized as change agents and facilitators in the transition of opening up education, in the transition from traditional campus education to open online learning arenas, which increases learners' access to and equity in lifelong learning. There is a need to consider MOOCs as a natural part of universities' course offerings and business models and to recognize MOOCs as valuable for learners. Furthermore, MOOCs should be regarded as valuable learning and educational initiatives in the same way that journals and books are recognized. Learners should be able to take MOOCs either at their own university or from other providers. Moreover, MOOCs should be valued in policies, strategies, and action plans, and they should be included in processes of quality enhancement and quality assurance. This paper points out the merits of the innovative use of MOOCs in higher education. In this qualitative literature research, a content method analysis was conducted through a systematic review of the literature. Through the findings from the literature research it is suggested that MOOCs could be permanent change agents that boost innovation in higher education learning arenas. In particular, the findings revealed the benefits of MOOCs in various areas, such as lifelong learning, professional competence development, validation of learning, and degree recognition, in addition to clarifying several business models of higher education.

show abstract

“…Demikian halnya dengan Mune (2015), mengemukakan bahwa layanan yang dapat diberikan kepada mahasiswa MOOCs: (a) materi keterampilan literasi informasi dan digital dari database berbayar maupun open access; (b) menyediakan layanan referensi virtual, yang tidak membebani pustakawan. Layanan ini harus ada kontrol ataupun pemberian jam layanan referensi disesuaikan dengan kapasitas jumlah pustakawan.…”

Section: Model Pustakawan Embedded Dalam Pembelajaran Moocsunclassified

Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

Mardina

2020

JPUA

View full text Add to dashboard Cite

Revolusi industri 4.0 memacu kemunculan perkuliahan berbasis digital. Perguruan tinggi dapat mengantisipasi revolusi industri 4.0 dengan mengembangkan pendidikan tinggi jarak jauh atau terbuka yang dapat diimplementasikan dalam tiga model, yaitu: pembelajaran sepenuhnya online learning; blended learning, atau dikombinasikan dalam mata kuliah. Model pembelajaran MOOCs (massive open online courses) dapat dijadikan pilihan untuk pendidikan terbuka (open education). Inti utama model pembelajaran MOOCs adalah kolaborasi dan konektivitas. Pustakawan berperan untuk mendukung dan memfasilitasi model pembelajaran MOOCs. Pustakawan embedded adalah bagian komunitas model pembelajaran MOOCs dan harus berkolaborasi,menjalin hubungan erat dengan mahasiswa dan dosen. Pustakawan embedded dan model pembelajaran MOOCs memiliki esensi sama yaitu komunitas dan kolaborasi. Penguasaan teknologi informasi, online learning, literasi informasi sebagai kapasitas untuk menghadirkan pustakawan embedded dalam mencapai keberhasilan model pembelajaran MOOCs.

show abstract

Massive Open Online Librarianship: Emerging Practices in Response to MOOCs

Cited by 13 publications

References 8 publications

What Research Says About MOOCs – An Explorative Content Analysis

What Research Says About MOOCs – An Explorative Content Analysis

MOOCs as Change Agents to Boost Innovation in Higher Education Learning Arenas

Inovasi Perpustakaan melalui MOOCs Peluang Pustakawan Embedded di Era Industri 4.0

Contact Info

Product

Resources

About