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Author Feldstein, Michael
Source ACM Digital Library
Content type Text
Publisher Association for Computing Machinery (ACM)
File Format PDF
Language English
Subject Keyword Mooc ♦ Xmooc ♦ Cmooc
Abstract In order to determine (and shape) the long-term impact of MOOCs, we must consider not only cognitive and technological factors but also cultural ones, such as the goals of education and the cultural processes that mediate the diffusion of a new teaching modality. This paper examines the implicit cultural assumptions in the "MOOCs and Technology to Advance Learning and Learning Research Symposium" and proposes an alternative theory of diffusion to Clayton Christensen's disruptive innovation model as an illustration of the complexity that these assumptions hide.
Description Affiliation: General Education Maps and Markers (GEMs) (Feldstein, Michael)
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2015-06-29
Publisher Place New York
Journal Ubiquity (UBIQ)
Volume Number 2014
Issue Number September
Page Count 9
Starting Page 1
Ending Page 9


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Source: ACM Digital Library