When lockdowns went into effect earlier this year, interest in massive online open courses, or MOOCs, began to surge. An expert expects the interest to continue.
Academic rigor, journalistic flair
Articles on MOOCs
Displaying 1 - 20 of 36 articles
As new ways of working have spread throughout the workplace, a culture of lifelong learning is competing with the traditional practice of on-the-job training.
Technology has disrupted the way universities offer courses, the types of skills we will need, and the duration for which we will need them. Here are three things universities must do to survive.
To truly understand their discipline, students need to interact with laboratory equipment. They must both fail and succeed at running experiments.
Education systems around the world are increasingly recognising the value of local approaches to thinking, learning and being.
University "Indigenization" efforts using Massive Open Online Courses promise to reach wide audiences. They also raise critical questions about how to embody Indigenous ways of knowing and relating.
Artificial intelligence and automation are bringing changes to higher education that will challenge, and may even threaten, traditional universities.
Information and communication technologies (ICT) offer new opportunities for improving basic education in Africa.
For many universities, working with private edtech companies could be the only way of keeping pace with the changing world of education.
How do we and should we work with the first generation "digital native" doctoral researchers?
Science today is increasingly data-driven, but our education system has not caught up.
David Glance sits down with Apple co-founder and inventor of the Apple 1 computer, Steve Wozniak, to talk about his life, his thoughts on Apple then and now and how technology is changing the world.
MOOCs are an opportunity for African universities to bring the continent's thinkers and theories to the world. They also have great benefits for full-time students to experience a flipped classroom.
A scholar who has taught 250,000 students worldwide through the Massive Open Online Courses (MOOCs) reflects on the changes that these courses are bringing. Should all those in higher ed be worried?
A professor of literature who is also a poet tackles the issue of the inroads technology has made in the relationship between teacher and learner.
Students are creating 'multiple personalities' to cheat on MOOCs. How do they do that? What are its implications?
How Massive Open Online Courses are maturing into useful tools.
Lecturers need to flag up graphic material with their students before they click on it.
Is there an impatience to write the history of MOOCs? Have universities even given sufficient time to experiment with MOOCs?
One of my Phd students is studying how parents make decisions about education for their children (you can participate in his survey here). We economists treat this as a problem of investment under uncertainty…
Top contributors
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Director of UWA Centre for Software Practice, University of Western Australia
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Professor, University of Sydney
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Adjunct Professor Faculty of Law, Queensland University of Technology
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Associate Professor and Associate Director, Centre for Research in Assessment and Digital Learning, Deakin University
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Gavin Moodie is a Friend of The Conversation.
Adjunct professor, RMIT University
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Senior Lecturer in Communication, Deakin University
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Professor, College of Business, Zayed University
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Professor of Economics, RMIT University
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Director of the Caledonian Academy, Glasgow Caledonian University
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Professor and Canada Research Chair in Innovative Learning and Technology, Royal Roads University
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Chair in Educational Technology, The Open University
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Emeritus Professor of Education, University of Derby
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Professor, Bond University
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President of edX and Professor of Electrical Engineering and Computer Science at MIT, Massachusetts Institute of Technology
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Lecturer in Computer-Assisted Language Learning, Coventry University
