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

Bulfin, Scott, Pangrazio, Luci and Selwyn, Neil 2014, Making ‘MOOCs’: the construction of a new digital higher education within news media discourse, International review of research in open and distributed learning, vol. 15, no. 5, pp. 290-305, doi: 10.19173/irrodl.v15i5.1856.

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Title Making ‘MOOCs’: the construction of a new digital higher education within news media discourse
Author(s) Bulfin, Scott
Pangrazio, LuciORCID iD for Pangrazio, Luci orcid.org/0000-0002-7346-1313
Selwyn, Neil
Journal name International review of research in open and distributed learning
Volume number 15
Issue number 5
Start page 290
End page 305
Total pages 16
Publisher Athabasca University
Place of publication Athabasca, Canada
Publication date 2014-10-27
ISSN 1492-3831
Keyword(s) MOOC
higher education
education reform
elearning
discourse
news media
Summary 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.
Language eng
DOI 10.19173/irrodl.v15i5.1856
Field of Research 130103 Higher Education
1301 Education Systems
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2014, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30097281

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.