Perceptions of socio-ethical stances surrounding massive online open courses

Kernohan, David; Rolfe, Vivien

Abstract

Open education provides opportunities for anyone with digital access to engage in learning far beyond the classroom and throughout their lives, although this notion is not without challenges. When learners formally enrol on a course with an institution they are under the jurisdiction of academic policies, and are immersed in the cultural norms of their community, which are both motivational and supportive. For distance learning where students are enrolled but isolated, the transfer of academic values is more troublesome (1). For “open” learners, either using open educational resources (OERs) or massive online open courses (MOOCs), students are autonomous and even more isolated from institutions and communities.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: Open Education Conference 2014 (OpenEd)
• Start Date: Nov 19, 2014
• End Date: Nov 21, 2014
• Publication Date: Nov 19, 2014
• Publicly Available Date: Jun 6, 2019
• Peer Reviewed: Peer Reviewed
• Keywords: MOOCs, massive online open courses, socio-ethical stances, education ethics
• Public URL: https://uwe-repository.worktribe.com/output/807590
• Publisher URL: http://sched.co/1lBhU7F
• Additional Information: Title of Conference or Conference Proceedings : Open Education Conference 2014 (OpenEd)