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MOOCs and Open Education: A Special Issue of the International Journal on E-Learning

July 2015 Volume 14, Number 3


Mimi Miyoung Lee; Curtis J. Bonk; Thomas H. Reynolds; Thomas C. Reeves

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Table of Contents

Number of articles: 8

  1. Preface to MOOCs and Open Education Special Issue: The Power of Four

    Curtis Bonk, Indiana University, United States; Mimi Lee, University of Houston, United States; Thomas Reynolds, National University, United States; Thomas Reeves, The University of Georgia, United States

    In April of 2001, the president of MIT, Charles Vest, announced the establishment of a project for placing MIT course contents on the Web for free. In effect, this announcement started the... More

    pp. 265-277

  2. MOOCs and Open Education: The Unique Symposium that Led to this Special Issue

    Mimi Lee, University of Houston, United States; Thomas Reynolds, National University, United States

    The foundation for this special issue came about during an E-Learn preconference symposium on “MOOCs and Open Education Around the World” held prior to the International E-Learn Conference in Las... More

    pp. 279-288

  3. MOOC Learning Experience Design: Issues and Challenges

    Helene Fournier, National Research Council Canada, Canada; Rita Kop, Yorkville University, Canada

    This paper will present current work on various frameworks that are aimed at guiding the research, development, and evaluation efforts around Massive Open Online Courses (MOOCs). Initiatives and... More

    pp. 289-304

  4. Mining Data from Weibo to WeChat: A Comparative Case Study of MOOC Communities on Social Media in China

    Ke Zhang, Wayne State University, United States

    This article starts with an overview on China’s MOOC phenomenon and social media, and then reports a comparative, multiple case study on three selected MOOC communities that have emerged on social ... More

    pp. 305-329

  5. The Emergent Role of the MOOC Instructor: A Qualitative Study of Trends Toward Improving Future Practice

    Sarah Haavind, Pepperdine University, United States; Cynthia Sistek-Chandler, National University, United States

    Massive Open Online Courses (MOOCs) differ from other teaching environments in both the potentially “massive” number of participants and the “open” aspect of teaching in a public forum. Early MOOC ... More

    pp. 331-350

  6. Developing MOOCs to Narrow the College Readiness Gap: Challenges and Recommendations for a Writing Course

    Shoba Bandi-Rao, Borough of Manhattan Community College, CUNY, United States; Christopher Devers, Indiana Wesleyan University, United States

    Massive Open Online Courses (MOOCs) have demonstrated the potential to deliver quality and cost effective course materials to large numbers of students. Approximately 60% of first-year students at ... More

    pp. 351-371

  7. Much aMOOC about Nothing: Is Real Research Coming?

    Vicki Williams & Nai-Fen Su, The Pennsylvania State University, United States

    In this age of continual technology advances, educators have become somewhat used to rapid innovation and change brought on by new learning technologies. Higher education institutions are... More

    pp. 373-383

  8. MOOCs: Redirecting the Quest for Quality Higher Education for All

    Thomas Reeves, The University of Georgia, United States; Curtis Bonk, Indiana University, United States

    An argument is presented that the quest for quality teaching and learning in MOOCs should not be limited to merely demonstrating that these innovative learning environments have the same levels of ... More

    pp. 385-399