Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the nationa...

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Autores principales:	Cathrine Edelhard Tømte, Arne Martin Fevolden, Siri Aanstad
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	MOOC online learning global and national pathways motivations Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c908a8d87e7741669aae271dfeed19fc
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spelling	oai:doaj.org-article:c908a8d87e7741669aae271dfeed19fc2021-12-02T17:15:37ZMassive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs10.19173/irrodl.v18i5.27511492-3831https://doaj.org/article/c908a8d87e7741669aae271dfeed19fc2017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2751https://doaj.org/toc/1492-3831We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs. Cathrine Edelhard TømteArne Martin FevoldenSiri AanstadAthabasca University PressarticleMOOConline learningglobal and national pathwaysmotivationsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC online learning global and national pathways motivations Special aspects of education LC8-6691
spellingShingle	MOOC online learning global and national pathways motivations Special aspects of education LC8-6691 Cathrine Edelhard Tømte Arne Martin Fevolden Siri Aanstad Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
description	We explore interpretations of MOOCs around the globe and, in particular, interpretations of MOOCs in Norway. Based on a review of previous studies relevant to these topics, we present two contrasting views on the emergence and development of MOOCs, namely the global interruption view and the national mediation view. We suggest, based on previous studies that MOOCs seem to follow national paths more than global paths. In order to grasp the diversity of understandings of MOOCs, we developed a framework that embraces various aspects of motivation, context, and structure regarding MOOCs. With these two polarised views of MOOC development (the global interruption view and the national mediation view), and the framework serving as an analytical approach, we looked at Norway and analyzed the understandings of the development of MOOCs within this particular national context. The national government seems to have been important in the development of the present MOOCs in Norway, both by organizing a particular group of experts in a dedicated commission to consider the future of MOOC in Norway, and by initiating and giving financial support to the development of MOOCs.
format	article
author	Cathrine Edelhard Tømte Arne Martin Fevolden Siri Aanstad
author_facet	Cathrine Edelhard Tømte Arne Martin Fevolden Siri Aanstad
author_sort	Cathrine Edelhard Tømte
title	Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
title_short	Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
title_full	Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
title_fullStr	Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
title_full_unstemmed	Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs
title_sort	massive, open, online, and national? a study of how national governments and institutions shape the development of moocs
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/c908a8d87e7741669aae271dfeed19fc
work_keys_str_mv	AT cathrineedelhardtømte massiveopenonlineandnationalastudyofhownationalgovernmentsandinstitutionsshapethedevelopmentofmoocs AT arnemartinfevolden massiveopenonlineandnationalastudyofhownationalgovernmentsandinstitutionsshapethedevelopmentofmoocs AT siriaanstad massiveopenonlineandnationalastudyofhownationalgovernmentsandinstitutionsshapethedevelopmentofmoocs
_version_	1718381286182092800

Massive, Open, Online, and National? A Study of How National Governments and Institutions Shape the Development of MOOCs

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