Making ‘MOOCs’: The construction of a new digital higher education within news media discourse

One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of c...

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Autores principales:	Scott Bulfin, Luciana Pangrazio, Neil Selwyn
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	MOOC higher education education reform elearning discourse news media Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/2424f04738ce44f5aedd315c4ccc11df
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spelling	oai:doaj.org-article:2424f04738ce44f5aedd315c4ccc11df2021-12-02T19:25:28ZMaking ‘MOOCs’: The construction of a new digital higher education within news media discourse10.19173/irrodl.v15i5.18561492-3831https://doaj.org/article/2424f04738ce44f5aedd315c4ccc11df2014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1856https://doaj.org/toc/1492-3831 One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. This article addresses this important societal outcome of the recent emergence of MOOCs as an educational form by examining the popular discursive construction of MOOCs over the past 24 months within mainstream news media sources in United States, Australia and the UK. In particular, we provide a critical account of what has been an important phase in the history of educational technology—detailing a period when popular discussion of MOOCs has far outweighed actual use/participation. We argue that a critical analysis of MOOC discourse throughout the past two years highlights broader societal struggles over education and digital technology—capturing a significant moment before these debates subside with the anticipated normalization and assimilation of MOOCs into educational practice. This analysis also sheds light on the influences underpinning how many people perceive MOOCs thereby leading to a better understanding of acceptance/adoption and rejection/resistance amongst various professional and popular publics. Scott BulfinLuciana PangrazioNeil SelwynAthabasca University PressarticleMOOChigher educationeducation reformelearningdiscoursenews mediaSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 5 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC higher education education reform elearning discourse news media Special aspects of education LC8-6691
spellingShingle	MOOC higher education education reform elearning discourse news media Special aspects of education LC8-6691 Scott Bulfin Luciana Pangrazio Neil Selwyn Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
description	One notable ‘disruptive’ impact of massive open online courses (MOOCs) has been an increased public discussion of online education. While much debate over the potential and challenges of MOOCs has taken place online confined largely to niche communities of practitioners and advocates, the rise of corporate ‘xMOOC’ ventures such as Coursera, edX and Udacity has prompted popular mass media interest at levels not seen with previous educational innovations. This article addresses this important societal outcome of the recent emergence of MOOCs as an educational form by examining the popular discursive construction of MOOCs over the past 24 months within mainstream news media sources in United States, Australia and the UK. In particular, we provide a critical account of what has been an important phase in the history of educational technology—detailing a period when popular discussion of MOOCs has far outweighed actual use/participation. We argue that a critical analysis of MOOC discourse throughout the past two years highlights broader societal struggles over education and digital technology—capturing a significant moment before these debates subside with the anticipated normalization and assimilation of MOOCs into educational practice. This analysis also sheds light on the influences underpinning how many people perceive MOOCs thereby leading to a better understanding of acceptance/adoption and rejection/resistance amongst various professional and popular publics.
format	article
author	Scott Bulfin Luciana Pangrazio Neil Selwyn
author_facet	Scott Bulfin Luciana Pangrazio Neil Selwyn
author_sort	Scott Bulfin
title	Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
title_short	Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
title_full	Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
title_fullStr	Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
title_full_unstemmed	Making ‘MOOCs’: The construction of a new digital higher education within news media discourse
title_sort	making ‘moocs’: the construction of a new digital higher education within news media discourse
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/2424f04738ce44f5aedd315c4ccc11df
work_keys_str_mv	AT scottbulfin makingmoocstheconstructionofanewdigitalhighereducationwithinnewsmediadiscourse AT lucianapangrazio makingmoocstheconstructionofanewdigitalhighereducationwithinnewsmediadiscourse AT neilselwyn makingmoocstheconstructionofanewdigitalhighereducationwithinnewsmediadiscourse
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Making ‘MOOCs’: The construction of a new digital higher education within news media discourse

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