Brit Toven?Lindsey|Robert A. Rhoads|Jennifer Berdan Lozano
Virtually unlimited classrooms: Pedagogical practices in massive open online courses
California Department of Education|University of California, Los Angeles|California Department of Education|University of California, Los Angeles|California Department of Education|University of California, Los Angeles
massive open online courses moocs become prominent feature higher education discourse recent years yet little known effectiveness online courses engaging participants learning process study explores range pedagogical tools used 24 moocs including epistemological social dimensions instruction consider extent courses provide students highquality collaborative learning experiences findings suggest range pedagogical practices currently used moocs tends toward objectivistindividual approach efforts incorporate constructivist grouporiented approaches examining moocs lens engaged teaching learning study raises concerns degree moocs actually revolutionizing higher education using technology improve quality challenges educators strive creative empowering forms open online learning