000838656 000__ 04937cam\a2200589Ii\4500
000838656 001__ 838656
000838656 005__ 20230306144554.0
000838656 006__ m\\\\\o\\d\\\\\\\\
000838656 007__ cr\un\nnnunnun
000838656 008__ 180419s2018\\\\si\\\\\\ob\\\\000\0\eng\d
000838656 019__ $$a1031906018$$a1031961453$$a1032012113$$a1032207207$$a1034547584$$a1038448588
000838656 020__ $$a9789811088933$$q(electronic book)
000838656 020__ $$a9811088934$$q(electronic book)
000838656 020__ $$z9789811088926
000838656 020__ $$z9811088926
000838656 0247_ $$a10.1007/978-981-10-8893-3$$2doi
000838656 035__ $$aSP(OCoLC)on1031706351
000838656 035__ $$aSP(OCoLC)1031706351$$z(OCoLC)1031906018$$z(OCoLC)1031961453$$z(OCoLC)1032012113$$z(OCoLC)1032207207$$z(OCoLC)1034547584$$z(OCoLC)1038448588
000838656 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dN$T$$dEBLCP$$dYDX$$dOCLCO$$dOCLCF$$dAZU$$dUPM$$dUAB$$dOCLCQ
000838656 049__ $$aISEA
000838656 050_4 $$aLB1044.87
000838656 08204 $$a371.33/44678$$223
000838656 1001_ $$aLittlejohn, Allison,$$d1962-$$eauthor.
000838656 24510 $$aReconceptualising learning in the digital age :$$bthe [Un]democratising potential of MOOCs /$$cAllison Littlejohn, Nina Hood.
000838656 264_1 $$aSingapore :$$bSpringer,$$c[2018]
000838656 300__ $$a1 online resource.
000838656 336__ $$atext$$btxt$$2rdacontent
000838656 337__ $$acomputer$$bc$$2rdamedia
000838656 338__ $$aonline resource$$bcr$$2rdacarrier
000838656 347__ $$atext file$$bPDF$$2rda
000838656 4901_ $$aSpringerBriefs in education. Open and distance education
000838656 504__ $$aIncludes bibliographical references.
000838656 5050_ $$aIntro; Contents; Summary and Overview; 1 The Many Guises of MOOCs; 1.1 Introducing MOOCs; 1.2 MOOC Dimensions; 1.3 The Origins of MOOCs; 1.4 Conceptualising What It Means to Be MOOC; 1.5 Shifting Meanings: What Do Massive, Open, Online and Course Really Mean?; 1.6 Massive; 1.7 Open; 1.8 Online; 1.9 Course; 1.10 MOOC Ideologies; 1.11 The Ambitions of This Book; References; 2 The [Un]Democratisation of Education and Learning; 2.1 The Hype, De-hype and Re-hype of MOOCs; 2.2 The Learnification of Education; the Wider Context of MOOCs; 2.3 Towards Democracy; 2.4 Different Challenges, Same Outcome
000838656 5058_ $$a2.5 New Name, Repeating Model2.6 Concluding Thoughts; References; 3 The Emancipated Learner? The Tensions Facing Learners in Massive, Open Learning; 3.1 Individual Learner, Common Challenges; 3.2 Student, Learner, User, Participant-Multiple Names for Multiple Actors; 3.2.1 The Student, the Learner; 3.2.2 The User, the Participant; 3.3 Why a MOOC? Motivations and Incentives Among MOOC Learners; 3.4 But Who Benefits?; 3.5 A Closer Look at the Role of Self-regulated Learning in MOOCs; 3.6 Learning Behaviour: Diversity in Engagement; 3.7 Concluding Thoughts; References
000838656 5058_ $$a4 Massive Numbers, Diverse Learning4.1 Learning in MOOCs; What Does It Mean?; 4.2 Individual-Level Factors; 4.3 The Environment; 4.4 Analysing the Norms of Behaviour; 4.5 Qualitative Narratives and Learners' Stories; 4.6 Making Sense of the Learner Stories; 4.7 Concluding Thoughts; References; 5 Designing for Quality?; 5.1 Contested Purpose, Uncertain Quality; 5.2 Notions of Quality; 5.3 Quality of Platform Provider; 5.4 Quality of Instructor; 5.5 Quality of Learning Design; 5.6 Quality of Adaptability to Context; 5.7 Quality of Outcome; 5.8 Concluding Thoughts; References
000838656 5058_ $$a6 A Crisis of Identity? Contradictions and New Opportunities6.1 When Actions Contradict Aims; 6.2 Restraining Elitism, Embracing Democracy; 6.3 MOOCs as a Disrupting, not Reinforcing, Influence; 6.4 Opportunities for All: Supporting Self-regulation; 6.5 Rethinking Success Measures; 6.6 Concluding Thoughts; References
000838656 506__ $$aAccess limited to authorized users.
000838656 520__ $$aThis book situates Massive Open Online Courses and open learning within a broader educational, economic and social context. It raises questions regarding whether Massive Open Online Courses effectively address demands to open up access to education by triggering a new education order, or merely represent reactionary and unimaginative responses to those demands. It offers a fresh perspective on how we conceptualise learners and learning, teachers and teaching, accreditation and quality, and how these dimensions fit within the emerging landscape of new forms of open learning.
000838656 588__ $$aOnline resource; title from PDF title page (viewed  April 20, 2018).
000838656 650_0 $$aMOOCs (Web-based instruction)
000838656 650_0 $$aOpen learning.
000838656 650_0 $$aInternet in education.
000838656 650_0 $$aEducation$$xEffect of technological innovations on.
000838656 650_0 $$aElectronic information resources.
000838656 650_0 $$aComputer network resources.
000838656 7001_ $$aHood, Nina,$$d1985-$$eauthor.
000838656 77608 $$iPrint version: $$z9811088926$$z9789811088926$$w(OCoLC)1024215784
000838656 830_0 $$aSpringerBriefs in education.$$pOpen and distance education.
000838656 852__ $$bebk
000838656 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-981-10-8893-3$$zOnline Access$$91397441.1
000838656 909CO $$ooai:library.usi.edu:838656$$pGLOBAL_SET
000838656 980__ $$aEBOOK
000838656 980__ $$aBIB
000838656 982__ $$aEbook
000838656 983__ $$aOnline
000838656 994__ $$a92$$bISE