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Professional development through MOOCs in higher education institutions: challenges and opportunities for Phd students working as mentors

Professional development through MOOCs in higher education institutions: challenges and opportunities for Phd students working as mentors
Professional development through MOOCs in higher education institutions: challenges and opportunities for Phd students working as mentors
Massive Open Online Courses (MOOCs) are making a noticeable impact in Higher education Institutions (HEIs) at a global scale. Every year, new universities incorporate MOOCs in their educational catalogues, and the number of courses on offer has not stopped growing since the launch of the first MOOCs in 2008. Data collected by the team of the Class Central MOOC aggregator (https://www.class-central.com) shows that in 2016 the number of MOOCs identified has reached 4000. The same aggregator identifies more than 600 Universities as MOOC providers. Another figure to be highlighted is the number of learners enrolled in MOOCs: more than 35 million in 2015, twice as many as those in the previous year. There is also a tendency towards internationalisation and multilingualism, as the percentage of MOOCs in English has slightly decreased. Spain and France, whose largest platforms are MiridadX and FUN respectively, lead the ranking of non English speaking countries in terms of the number of MOOCs offered.
1-11
Leon Urrutia, Manuel
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Fielding, Sarah
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White, Su
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Leon Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Fielding, Sarah
93469950-f6fb-4668-a7c1-26a76fe358aa
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146

Leon Urrutia, Manuel, Fielding, Sarah and White, Su (2016) Professional development through MOOCs in higher education institutions: challenges and opportunities for Phd students working as mentors. Journal of Interactive Media in Education, 1, 1-11. (doi:10.5334/jime.427).

Record type: Article

Abstract

Massive Open Online Courses (MOOCs) are making a noticeable impact in Higher education Institutions (HEIs) at a global scale. Every year, new universities incorporate MOOCs in their educational catalogues, and the number of courses on offer has not stopped growing since the launch of the first MOOCs in 2008. Data collected by the team of the Class Central MOOC aggregator (https://www.class-central.com) shows that in 2016 the number of MOOCs identified has reached 4000. The same aggregator identifies more than 600 Universities as MOOC providers. Another figure to be highlighted is the number of learners enrolled in MOOCs: more than 35 million in 2015, twice as many as those in the previous year. There is also a tendency towards internationalisation and multilingualism, as the percentage of MOOCs in English has slightly decreased. Spain and France, whose largest platforms are MiridadX and FUN respectively, lead the ranking of non English speaking countries in terms of the number of MOOCs offered.

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Accepted/In Press date: 1 December 2016
Published date: 21 December 2016
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 404037
URI: https://eprints.soton.ac.uk/id/eprint/404037
PURE UUID: f21704f4-8a35-4fd1-a056-e1719bd8c853
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275

Catalogue record

Date deposited: 19 Dec 2016 16:37
Last modified: 27 Mar 2019 05:01

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Contributors

Author: Manuel Leon Urrutia
Author: Sarah Fielding
Author: Su White ORCID iD

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