000 | 03713nam a2200541 i 4500 | ||
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001 | 6940407 | ||
003 | IEEE | ||
005 | 20220712204830.0 | ||
006 | m o d | ||
007 | cr |n||||||||| | ||
008 | 151224s2014 mau ob 001 eng d | ||
010 | _z 2014013238 (print) | ||
020 |
_a9780262322980 _qelectronic |
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020 |
_z9780262322973 _qebook |
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020 |
_z9780262526913 _qpbk. : alk. paper |
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035 | _a(CaBNVSL)mat06940407 | ||
035 | _a(IDAMS)0b0000648280a726 | ||
040 |
_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL |
||
050 | 4 |
_aLB1044.87 _b.H27 2014eb |
|
082 | 0 | 0 |
_a371.33/44678 _223 |
100 | 1 |
_aHaber, Jonathan, _eauthor. _924457 |
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245 | 1 | 0 |
_aMOOCs / _cJonathan Haber. |
264 | 1 |
_aCambridge, Massachusetts : _bMIT Press, _c[2014] |
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264 | 2 |
_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[2014] |
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300 | _a1 PDF (xiv, 227 pages). | ||
336 |
_atext _2rdacontent |
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337 |
_aelectronic _2isbdmedia |
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338 |
_aonline resource _2rdacarrier |
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490 | 1 | _aMit press essential knowledge | |
504 | _aIncludes bibliographical references and index. | ||
506 | 1 | _aRestricted to subscribers or individual electronic text purchasers. | |
520 | _a The New York Times declared 2012 to be "The Year of the MOOC" as millions of students enrolled in massive open online courses (known as MOOCs), millions of investment dollars flowed to the companies making them, and the media declared MOOCs to be earth-shaking game-changers in higher education. During the inevitable backlash that followed, critics highlighted MOOCs' high dropout rate, the low chance of earning back initial investments, and the potential for any earth-shaking game change to make things worse instead of better. In this volume in the Essential Knowledge series, Jonathan Haber offers an account of MOOCs that avoids both hype and doomsaying. Instead, he provides an engaging, straightforward explanation of a rare phenomenon: an education innovation that captures the imagination of the public while moving at the speed of an Internet startup. Haber explains the origins of MOOCs, what they consist of, the controversies surrounding them, and their possible future role in education. He proposes a new definition of MOOCs based on the culture of experimentation from which they emerged, and adds a student perspective -- missing in most MOOC discussion. Haber's unique Degree of Freedom experiment, during which he attempted to learn the equivalent of a four-year liberal arts degree in one year using only MOOCs and other forms of free education, informs his discussion. Haber urges us to avoid the fallacy of thinking that because MOOCs cannot solve all educational challenges they are not worth pursuing, and he helps us understand what MOOCs -- despite their limitations -- still offer the world. His book is required reading for anyone trying to sort out the competing claims, aspirations, and accusations that color the MOOC debate. | ||
530 | _aAlso available in print. | ||
538 | _aMode of access: World Wide Web | ||
588 | _aDescription based on PDF viewed 12/24/2015. | ||
650 | 0 |
_aMOOCs (Web-based instruction) _924458 |
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650 | 0 |
_aDistance education. _97859 |
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650 | 0 |
_aWeb-based instruction. _924459 |
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650 | 0 |
_aComputer-assisted instruction. _913081 |
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650 | 0 |
_aEducational technology. _924353 |
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655 | 0 |
_aElectronic books. _93294 |
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710 | 2 |
_aIEEE Xplore (Online Service), _edistributor. _924460 |
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710 | 2 |
_aMIT Press, _epublisher. _924461 |
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776 | 0 | 8 |
_iPrint version _z9780262526913 |
830 | 0 |
_aMit press essential knowledge _923404 |
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856 | 4 | 2 |
_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6940407 |
942 | _cEBK | ||
999 |
_c73389 _d73389 |