1 resultado para Learning Tool
em University of Washington
Filtro por publicador
- JISC Information Environment Repository (3)
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- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (6)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- AMS Tesi di Laurea - Alm@DL - Università di Bologna (2)
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- Boston University Digital Common (2)
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- Bulgarian Digital Mathematics Library at IMI-BAS (9)
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- Cambridge University Engineering Department Publications Database (6)
- CentAUR: Central Archive University of Reading - UK (14)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (3)
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- Repositório Institucional da Universidade de Aveiro - Portugal (3)
- Repositório Institucional da Universidade Estadual de São Paulo - UNESP (1)
- Repositório Institucional da Universidade Federal do Rio Grande - FURG (1)
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- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (22)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (3)
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- Universidade Federal do Rio Grande do Norte (UFRN) (5)
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- Université de Montréal, Canada (2)
- University of Queensland eSpace - Australia (9)
- University of Southampton, United Kingdom (1)
- University of Washington (1)
- WestminsterResearch - UK (4)
- Worcester Research and Publications - Worcester Research and Publications - UK (2)
Resumo:
The potential of online learning has long afforded the hope of providing quality education to anyone, anywhere in the world. The recent development of Massive Open Online Courses (MOOCs) heralded an exciting new breakthrough by providing free academic instruction and professional skills development from the world’s leading universities to anyone with the sufficient resources to access the internet. The research in Advancing MOOCs for Development Initiative study was designed to analyze the MOOC landscape in developing countries and to better understand the motivations of MOOC users and afford insights on the advantages and limitations of MOOCs for workforce development outcomes. The key findings of this study challenge commonly held beliefs about MOOC usage in developing countries, defying typical characterizations of how people in resource constrained settings use technology for learning and employment. In fact, some of the findings are so contrary to what has been reported in the U.S. and other developed environments that they raise new questions for further investigation.