The Commercialisation of Massive Open Online Courses : Reading Ideologies in Between the Lines / / by Seb Dianati

• Record Nr.: UNINA9910857790403321
• Autore: Dianati Seb
• Pubbl/distr/stampa: Cham : , : Springer Nature Switzerland : , : Imprint : Palgrave Macmillan, , 2024
• ISBN: 3-031-58184-9
• Edizione: [1st ed. 2024.]
• Descrizione fisica: 1 online resource (185 pages)
• Disciplina: 378
• Soggetti: Educational technology; Educational sociology; Education, Higher; Technology - Sociological aspects; Internet - Social aspects; Digital Education and Educational Technology; Sociology of Education; Higher Education; Emerging Technologies; Internet Studies
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: Chapter 1: MOOC Mirage: Disrupting Illusions of the ‘Golden Age’ of Online Learning -- Chapter 2: From OER to MOOCs: An Evolutionary Analysis and Its Neoliberal Context -- Chapter 3: Decoding Ideologies: A Gramscian Guide to Reading Ideologies in MOOCs and Beyond -- Chapter 4: Beyond Research Methods: Unpacking Ideological Criticism through Ontology, Epistemology, and Ideographs -- Chapter 5: Unmasking Ideologies: A Critical Examination of Coursera from Theory to Practice -- Chapter 6: Behind the Screens: Unpacking the Ideologies of Udacity through Ideographs and Criticism -- Chapter 7: Decoding Udemy: A Deep Dive into the Ideological Landscape of MOOCs -- Chapter 8: The Paradox of Progress: Dissecting the Neoliberal Ideologies in edX's Transformation -- Chapter 9: Piercing the Veil: A Critical Examination of MOOC Ideologies.
• Sommario/riassunto: This book critically examines the role of Massive Open Online Courses (MOOCs) in higher education, against the backdrop of rapid developments in online learning. Reporting on a method by which one could isolate ideologically charged words from websites, the author underlines the need to pause, question and understand the underlying motives behind MOOCs, and ask fundamental questions about their data use, commercial interests, and ability to provide ‘good’ education. With its step-by-step ideological analysis, the author challenges educators, policymakers, and students alike to reconsider the fabric of online courses and their associated platforms. The book will appeal to scholars of digital education and sociology, as well as scholars from the critical sciences. Seb Dianati is Academic Lead in the Digital Learning Futures team in Education Strategy at Charles Darwin University, Australia.