1 resultado para Technology-enhanced learning and teaching
em Repositorio Institucional de la Universidad de Málaga
Filtro por publicador
- JISC Information Environment Repository (11)
- Repository Napier (2)
- Aberystwyth University Repository - Reino Unido (4)
- Adam Mickiewicz University Repository (2)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (1)
- Applied Math and Science Education Repository - Washington - USA (1)
- Aquatic Commons (3)
- Archive of European Integration (1)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (3)
- Aston University Research Archive (56)
- Boston University Digital Common (14)
- Brock University, Canada (2)
- Bulgarian Digital Mathematics Library at IMI-BAS (5)
- CaltechTHESIS (2)
- Cambridge University Engineering Department Publications Database (40)
- CentAUR: Central Archive University of Reading - UK (23)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (11)
- Cochin University of Science & Technology (CUSAT), India (4)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (5)
- Dalarna University College Electronic Archive (4)
- Deakin Research Online - Australia (128)
- Digital Commons - Michigan Tech (2)
- Digital Commons at Florida International University (3)
- Digital Peer Publishing (7)
- DigitalCommons@University of Nebraska - Lincoln (2)
- DRUM (Digital Repository at the University of Maryland) (3)
- Duke University (2)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (1)
- Fachlicher Dokumentenserver Paedagogik/Erziehungswissenschaften (2)
- Glasgow Theses Service (3)
- Greenwich Academic Literature Archive - UK (13)
- Helda - Digital Repository of University of Helsinki (20)
- Indian Institute of Science - Bangalore - Índia (10)
- Instituto Politécnico do Porto, Portugal (2)
- Massachusetts Institute of Technology (3)
- Memorial University Research Repository (2)
- Ministerio de Cultura, Spain (8)
- National Center for Biotechnology Information - NCBI (1)
- Open University Netherlands (7)
- Portal de Revistas Científicas Complutenses - Espanha (3)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (50)
- Queensland University of Technology - ePrints Archive (369)
- ReCiL - Repositório Científico Lusófona - Grupo Lusófona, Portugal (1)
- Repositório Científico da Universidade de Évora - Portugal (3)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório Digital da UNIVERSIDADE DA MADEIRA - Portugal (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositorio Institucional de la Universidad de Málaga (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (2)
- Research Open Access Repository of the University of East London. (1)
- Universidad de Alicante (1)
- Universidad del Rosario, Colombia (1)
- Universidad Politécnica de Madrid (11)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade dos Açores - Portugal (1)
- Universidade Técnica de Lisboa (1)
- Universitat de Girona, Spain (1)
- Université de Montréal, Canada (1)
- University of Connecticut - USA (1)
- University of Michigan (2)
- University of Queensland eSpace - Australia (11)
- University of Southampton, United Kingdom (13)
- University of Washington (1)
- WestminsterResearch - UK (7)
- Worcester Research and Publications - Worcester Research and Publications - UK (12)
Resumo:
Massive Open Online Courses (MOOCs) may be considered to be a new form of virtual technology enhanced learning environments. Since their first appearance in 2008, the increase in the number of MOOCs has been dramatic. The hype about MOOCs was accompanied by great expectations: 2012 was named the Year of the MOOCs and it was expected that MOOCs would revolutionise higher education. Two types of MOOCs may be distinguished: cMOOCs as proposed by Siemens, based on his ideas of connectivism, and xMOOCs developed in institutions such as Stanford and MIT. Although MOOCs have received a great deal of attention, they have also met with criticism. The time has therefore come to critically reflect upon this phenomenon.