The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA

Goglio, Valentina; Bertolini, Sônia Maria Marques Gomes; Parigi, P.

doi:10.1080/13639080.2022.2162020

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…Finally, degree inflation, the devaluation of academic credentials over time, caused and strengthened by the distance education centers in Turkey was an interesting discussion found under the volition aspect of technology (Castañeda & Selwyn, 2018;Goglio et al, 2022). This finding suggests that it is important to not only review the economic politics of the distance education centers and the financial contribution of online and distance learning courses to the university, but it is also vital to address and evaluate quality standards to ensure that the content, pedagogy, and tools of the courses are also considered.…”

Section: Discussionmentioning

confidence: 99%

Navigating Online Learning Through “Technological Frames"

Basdogan,

Bonk

2023

OLJ

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This study is part of a larger critical discourse analysis (CDA) that examines technology-enhanced learning environments, such as online learning, e-learning, Web-based learning, computer-assisted learning, computer-mediated learning, and open and distance learning. The goal of this qualitative research was to analyze how educational technology scholars perceive and interpret technology in teaching and learning contexts. Using Carl Mitcham's typology of technological frames, which categorizes technology into four groups: (1) object, (2) knowledge, (3) activity, and (4) volition, we identified the types of technological frames that educational technology scholars use to define learning environments. The content analysis of nine semi-structured interviews showed that scholars primarily associate technology with volition (i.e., individuals’ motivations, desires, will, culture, and consent regarding technology), followed by activity (i.e., technology related actions such as designing, drafting, crafting, programming, and analyzing) and object (i.e., tools), while technology as knowledge (i.e., facts, explicit and implicit skills, recipes, rules, beliefs, descriptive laws, principles, and experiences) was the least referenced technological aspect. Additionally, we discovered a new aspect of technology called “space.” The findings provide theoretical and practical insights into the literature on technological frames in online and distance learning. Importantly, insights into possible directions for research on online learning in the coming decade are offered.

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Section: Discussionmentioning

confidence: 99%

Navigating Online Learning Through “Technological Frames"

Basdogan,

Bonk

2023

OLJ

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“…Contributions frequently explore how MOOCs can be recognized in higher education (e.g., [8]). In the European context, MOOCs currently play only a small role in the debate on microcredentials [7,9]. However, there are several developments that consolidate the idea of microcredentials for the European area [10].…”

Section: Moocs As a Basis For Microcredentials: Development Globally ...mentioning

confidence: 99%

Perspective Chapter: Implementation of MOOCs for Microcredentials and European University Alliances

Ebner,

Gasplmayr,

Kreuzer

et al. 2023

Massive Open Online Courses - Current Practice and Future Trends

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MOOCs are seen as an important measure to open-up universities to new target groups. In this chapter, two new variants of the usage of MOOCs in European higher education are highlighted: First, openly licensed MOOCs can be used as part of microcredential offers with university accreditation. Second, openly licensed MOOCs can be made available to other universities as an integrated resource and offer within European university alliances. The paper discusses legal (such as copyright issues), organizational (such as processes) and technical issues (such as LTI, eduGAIN) for these new developments. An important requirement for this is that MOOCs are available as open educational resources (OER): Open licenses which allow the reuse, modification, and republication of educational resources (“open education resources”) are another opportunity to open-up and share university offers. The paper is based on experiences of the national Austrian MOOC platform iMooX.at, the microcredential implementation of Graz University of Technology, as well as first ideas concerning the integration of openly licensed MOOCs within the unite! University alliance of nine European technical universities.

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“…This change has drastically increased the number of students partaking in online education. Especially in Europe, where online degrees are less common (Goglio, 2019), the sudden switch changed how lectures were held. Obligatory online education was expected to affect students' well-being, social life and academic performance.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, studies regarding the positive impacts of studying online are mainly US-focused (Shachar & Neumann, 2010) (Fish & Snodgrass, 2015). As online education was less common in Europe prior to the global pandemic (Goglio, 2019), it has also been studied less. Moreover, the lack of online options offered in Europe potentially made the sudden switch much more drastic than in the United States.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Obligatory Online Education on Business Students: A Comparative Study

Becker¹,

Parham²

2023

icfte

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Due to the Covid-19 crisis, higher education was forced to offer online alternatives to their courses. This change drastically increased the number of students partaking in online education. However, the effects of obligatory online education could potentially be harmful and are not yet sufficiently explored. This research analyses the impact of obligatory online education on business students’ social life, well-being and academic performance. The study used a phenomenological and a comparative approach to assess and compare students’ personal experiences in Germany and the Netherlands. A total number of 30 semi-structured interviews were conducted with students in the mentioned countries. Results show, that students’ academic performance decreased due to a lack of student identity, study life balance, motivation and technological issues during e-learning. Furthermore, mixed findings were recorded about the impact on social life. Finally, a slight drop in students’ well-being caused by a decline in physical and mental health was observed. Findings of this study are significant in a sense that they can provide crucial information for policymakers, educators and managers in higher education which enable them to make more informed decisions when delivering online education in crucial times and enhance students’ experience. This will consequently create a more positive impact for students’ well-being, social life and academic performance.

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The perceived labour market value of Massive Open Online Courses (MOOCs) in Europe and the USA

Cited by 4 publications

References 36 publications

Navigating Online Learning Through “Technological Frames"

Navigating Online Learning Through “Technological Frames"

Perspective Chapter: Implementation of MOOCs for Microcredentials and European University Alliances

The Impact of Obligatory Online Education on Business Students: A Comparative Study

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