by Curt Bonk, et al; Routledge
As new digital forms of formal and informal learning proliferate, there is an increasing need to better understand how people in different regions of the world are implementing massive open online courses (MOOCs) and other forms of open educational resources (OERs). Educators, researchers, politicians, and numerous other stakeholders want to grasp what the outcomes of these initiatives are and how they can be improved. Ongoing e-learning developments related to both technology and pedagogy have pushed institutions and organizations to grapple with issues of accreditation, credentialing, quality standards, innovative assessment, and learner motivation and attrition, among other areas of concern. (ed note: this book includes a chapter on Alternative Models of MOOCs written by Ray Schroeder, Vickie Cook, Carrie Levin and Michele Gribbins).
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