Learning in a small, task–oriented, connectivist MOOC: Pedagogical issues and implications for higher education
Despite the increase in massive open online courses (MOOCs), evidence about the pedagogy of learning in MOOCs remains limited. This paper reports on an investigation into the pedagogy in one MOOC - Oxford Brookes University’s ‘First Steps in Learning and Teaching in Higher Education’ MOOC (FSLT12)....
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| Auteurs principaux: | , , , |
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| Format: | article |
| Langue: | EN |
| Publié: |
Athabasca University Press
2013
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| Accès en ligne: | https://doaj.org/article/22a1dcf4efdf412f89b90a78ebebcc60 |
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