Wilcox,N

From Digital Culture & Society

To MOOC or not to MOOC: how can online learning help to build the future of higher education?

Context

The provided book chapter aligns seamlessly with the broader history of MOOCs, offering a detailed exploration that complements the general historical overview, characteristics, and designs of Massive Open Online Courses. The first part of the chapter provides an overview of MOOC history, identifying its inception in the 2008 research of George Siemens and Stephen Downes. This fits in with MOOCs' larger historical background and emphasizes how they emerged as a revolutionary shift in online learning. The impact of MOOCs on global trends in online learning is highlighted in the chapter. This is consistent with the larger historical background and recognizes MOOCs as a significant development in higher education. The conversation about the notable rise in the number of courses available and students enrolled fits with the larger pattern of MOOC proliferation since their launch. The chapter that is offered essentially acts as an illustration of the larger history of MOOCs, summarizing significant events, traits, and the changing face of online learning. It offers insightful information about the past, present, and possible future paths of MOOCs in relation to the larger landscape of innovative education.