The Rise and Fall of Massive Open Online Course

This paper provides a summary of the current debate on the phenomenon of massive open online courses: MOOCs. The concept of MOOCs entered as a Tsunami to educational institutions in Europe and other countries, since its introduction in 2008. Several authors defined MOOCs as a “disruptive educational...

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Detalles Bibliográficos
Autor principal: Laaser, Wolfram
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2014
Materias:
MOOC
entornos personales de aprendizaje
ciclo de sobreexpectación
conectivismo
evaluación de cursos en línea
personal learning environments
hype cycle
conectivism
evaluation of online courses.
Acceso en línea:https://revistas.unc.edu.ar/index.php/vesc/article/view/9552
Aporte de:
Virtualidad, Educación y Ciencia de Universidad Nacional de Córdoba
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spelling I10-R378-article-95522024-09-03T23:09:51Z The Rise and Fall of Massive Open Online Course Ascenso y caída de los Cursos Masivos Abiertos y en Línea Laaser, Wolfram MOOC entornos personales de aprendizaje ciclo de sobreexpectación conectivismo evaluación de cursos en línea MOOC personal learning environments hype cycle conectivism evaluation of online courses. This paper provides a summary of the current debate on the phenomenon of massive open online courses: MOOCs. The concept of MOOCs entered as a Tsunami to educational institutions in Europe and other countries, since its introduction in 2008. Several authors defined MOOCs as a “disruptive educational innovation” being a fundamental change that would be producing a significant change in the educational sector. However, the characteristics of MOOCs were not clearly defined, and they were modified by different experiences. The theoretical framework that supported the introduction of MOOCs was labeled as “conectivism”, and intended to provide a new theory of learning for the 21st century. Both concepts caused enormous enthusiasm on educators and institutions, but also generated skepticism and strong criticism from several researchers who considered the concepts as scarcely novel and judged the theoretical fundamentals as imprecise and insufficiently related to already existing theories. For that reason, we will describe the context in which these concepts arose, the reasons that caused the popularity of the concept of MOOCs, as well as their later decline. Finally, some perspectives for their future development are pointed out. El presente artículo propone un resumen del debate actual sobre el fenómeno de los cursos masivos, abiertos y en línea (en inglés: MOOC “Massive Open Online Course”). El concepto  de los MOOCs  ingresó como un Tsunami a  instituciones educativas en Europa y otros países, desde su introducción en el año 2008. Varios autores calificaron a los MOOCs como una “innovación educativa disruptiva”; un cambio fundamental que estaría provocando un cambio significativo en el sector educativo. Aunque las características de los MOOCs no estuvieron claramente definidas, y además se modificaron en diversas experiencias. El marco teórico que acompañaba la introducción de los MOOCs, denominado “conectivismo”, además pretendía ofrecer una nueva teoría de aprendizaje para el siglo 21. Ambos conceptos provocaron por un lado un entusiasmo enorme por parte de muchos educadores e instituciones, pero también generaron escepticismo y una fuerte crítica de varios investigadores que señalaron a los conceptos como poco novedosos; y juzgaron los fundamentos teóricos como imprecisos e insuficientemente relacionados con las teorías ya existentes. Por ello se describirá el contexto en que surgieron estos conceptos, y sus varias aplicaciones para determinar sus perspectivas en el futuro. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2014-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/9552 10.60020/1853-6530.v5.n9.9552 Virtuality, Education and Science; Vol. 5 No. 9; pp. 78-89 Virtualidad, Educación y Ciencia; Vol. 5 Núm. 9; pp. 78-89 1853-6530 10.60020/1853-6530.v5.n9 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/9552/10321 Derechos de autor 2014 Wolfram Laaser
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-378
container_title_str Virtualidad, Educación y Ciencia
language Español
format Artículo revista
topic MOOC
entornos personales de aprendizaje
ciclo de sobreexpectación
conectivismo
evaluación de cursos en línea
MOOC
personal learning environments
hype cycle
conectivism
evaluation of online courses.
spellingShingle MOOC
entornos personales de aprendizaje
ciclo de sobreexpectación
conectivismo
evaluación de cursos en línea
MOOC
personal learning environments
hype cycle
conectivism
evaluation of online courses.
Laaser, Wolfram
The Rise and Fall of Massive Open Online Course
topic_facet MOOC
entornos personales de aprendizaje
ciclo de sobreexpectación
conectivismo
evaluación de cursos en línea
MOOC
personal learning environments
hype cycle
conectivism
evaluation of online courses.
author Laaser, Wolfram
author_facet Laaser, Wolfram
author_sort Laaser, Wolfram
title The Rise and Fall of Massive Open Online Course
title_short The Rise and Fall of Massive Open Online Course
title_full The Rise and Fall of Massive Open Online Course
title_fullStr The Rise and Fall of Massive Open Online Course
title_full_unstemmed The Rise and Fall of Massive Open Online Course
title_sort rise and fall of massive open online course
description This paper provides a summary of the current debate on the phenomenon of massive open online courses: MOOCs. The concept of MOOCs entered as a Tsunami to educational institutions in Europe and other countries, since its introduction in 2008. Several authors defined MOOCs as a “disruptive educational innovation” being a fundamental change that would be producing a significant change in the educational sector. However, the characteristics of MOOCs were not clearly defined, and they were modified by different experiences. The theoretical framework that supported the introduction of MOOCs was labeled as “conectivism”, and intended to provide a new theory of learning for the 21st century. Both concepts caused enormous enthusiasm on educators and institutions, but also generated skepticism and strong criticism from several researchers who considered the concepts as scarcely novel and judged the theoretical fundamentals as imprecise and insufficiently related to already existing theories. For that reason, we will describe the context in which these concepts arose, the reasons that caused the popularity of the concept of MOOCs, as well as their later decline. Finally, some perspectives for their future development are pointed out.
publisher Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
publishDate 2014
url https://revistas.unc.edu.ar/index.php/vesc/article/view/9552
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