000			03713nam a2200541 i 4500
001			6940407
003			IEEE
005			20220712204830.0
006			m o d
007			cr |n|||||||||
008			151224s2014 mau ob 001 eng d
010			_z 2014013238 (print)
020			_a9780262322980 _qelectronic
020			_z9780262322973 _qebook
020			_z9780262526913 _qpbk. : alk. paper
035			_a(CaBNVSL)mat06940407
035			_a(IDAMS)0b0000648280a726
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aLB1044.87 _b.H27 2014eb
082	0	0	_a371.33/44678 _223
100	1		_aHaber, Jonathan, _eauthor. _924457
245	1	0	_aMOOCs / _cJonathan Haber.
264		1	_aCambridge, Massachusetts : _bMIT Press, _c[2014]
264		2	_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2014]
300			_a1 PDF (xiv, 227 pages).
336			_atext _2rdacontent
337			_aelectronic _2isbdmedia
338			_aonline resource _2rdacarrier
490	1		_aMit press essential knowledge
504			_aIncludes bibliographical references and index.
506	1		_aRestricted to subscribers or individual electronic text purchasers.
520			_a The New York Times declared 2012 to be "The Year of the MOOC" as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making them, and the media declared MOOCs to be earth-shaking game-changers in higher education. During the inevitable backlash that followed, critics highlighted MOOCs' high dropout rate, the low chance of earning back initial investments, and the potential for any earth-shaking game change to make things worse instead of better. In this volume in the Essential Knowledge series, Jonathan Haber offers an account of MOOCs that avoids both hype and doomsaying. Instead, he provides an engaging, straightforward explanation of a rare phenomenon: an education innovation that captures the imagination of the public while moving at the speed of an Internet startup. Haber explains the origins of MOOCs, what they consist of, the controversies surrounding them, and their possible future role in education. He proposes a new definition of MOOCs based on the culture of experimentation from which they emerged, and adds a student perspective -- missing in most MOOC discussion. Haber's unique Degree of Freedom experiment, during which he attempted to learn the equivalent of a four-year liberal arts degree in one year using only MOOCs and other forms of free education, informs his discussion. Haber urges us to avoid the fallacy of thinking that because MOOCs cannot solve all educational challenges they are not worth pursuing, and he helps us understand what MOOCs -- despite their limitations -- still offer the world. His book is required reading for anyone trying to sort out the competing claims, aspirations, and accusations that color the MOOC debate.
530			_aAlso available in print.
538			_aMode of access: World Wide Web
588			_aDescription based on PDF viewed 12/24/2015.
650		0	_aMOOCs (Web-based instruction) _924458
650		0	_aDistance education. _97859
650		0	_aWeb-based instruction. _924459
650		0	_aComputer-assisted instruction. _913081
650		0	_aEducational technology. _924353
655		0	_aElectronic books. _93294
710	2		_aIEEE Xplore (Online Service), _edistributor. _924460
710	2		_aMIT Press, _epublisher. _924461
776	0	8	_iPrint version _z9780262526913
830		0	_aMit press essential knowledge _923404
856	4	2	_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6940407
942			_cEBK
999			_c73389 _d73389