Cartography of Controversies about MOOCs
PROCEEDINGS
Md. Saifuddin Khalid, Elsebeth Korsgaard Sorensen, Aalborg University, Denmark
Global Learn, in Berlin, Germany Publisher: Association for the Advancement of Computing in Education (AACE)
Abstract
Massively open online courses (MOOCs) are one of most recent educational technology development that have become a highly debated issue, polarized among proponents, boosters, skeptics, and resistants. To understand the nature of such evolving technology concepts, the typical methods and techniques in current literature result in the production of systematic literature reviews, case studies, and theoretical or conceptual frameworks. This work-in-progress paper explores the controversies about MOOCs by adopting the recently developed method “cartography of controversies” from the science and technology studies (STS) discipline. The method guides the application of actor network theory (ANT). Online digital media and tools (namely, Scopus, ScienceScape, Google trends, OpenHeatMap, NodeXL, Gephi, Facebook, Twitter) are used for data collection and analysis. The study uses both qualitative and quantitative tools and techniques to highlight the statements, literatures, actors, cosmoses or general concepts involved in the controversy. The paper propounds the adoption of the method in the field of education and educational technology and proposes through demonstration in this article that such investigations can be reported as a genre of the scholarly article.
Citation
Khalid, M.S. & Sorensen, E.K. (2015). Cartography of Controversies about MOOCs. In Proceedings of Global Learn Berlin 2015: Global Conference on Learning and Technology (pp. 32-42). Berlin, Germany: Association for the Advancement of Computing in Education (AACE). Retrieved December 12, 2019 from https://www.learntechlib.org/primary/p/150845/.
© 2015 Association for the Advancement of Computing in Education (AACE)
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