MOOCs: a systematic study of the published literature 2008-2012

Massive open online courses (MOOCs) are a recent addition to the range of online learning options. Since 2008, MOOCs have been run by a variety of public and elite universities, especially in North America. Many academics have taken interest in MOOCs recognising the potential to deliver education around the globe on an unprecedented scale; some of these academics are taking a research-oriented perspective and academic papers describing their research are starting to appear in the traditional media of peer reviewed publications. This paper presents a systematic review of the published MOOC literature (2008-2012): Forty-five peer reviewed papers are identified through journals, database searches, searching the Web, and chaining from known sources to form the base for this review. We believe this is the first effort to systematically review literature relating to MOOCs, a fairly recent but massively popular phenomenon with a global reach. The review categorises the literature into eight different areas of interest, introductory, concept, case studies, educational theory, technology, participant focussed, provider focussed, and other, while also providing quantitative analysis of publications according to publication type, year of publication, and contributors. Future research directions guided by gaps in the literature are explored.

A new theory of educational change - punctuated equilibrium: the case of the internationalisation of Higher Education institutions

This article argues for a new theoretical paradigm for the analysis of change in educational institutions that is able to deal with such issues as readiness for change, transformational change and the failure of change strategies. Punctuated equilibrium (Tushman and Romanelli, 1985) is a theory which has wide application. It envisages long-term change as being made up of a succession of long periods of relative stability interspersed by brief periods of rapid profound change. In the periods of stability only relatively small incremental changes are possible. The periods of transformational change may be triggered by external or internal influences. A recent study of the long-term process of internationalisation in higher education institutions shows evidence to support the theory: long periods of incremental change, events precipitating profound change and the failure of externally imposed attempts to change. Also, as the theory predicts, changes in collegial organisations are slower and more uncertain than changes in managed organisations.

Sociology, Gender and Educational Aspirations: Girls and their Ambitions

This study helps develop an overall understanding as to why some students achieve where others don't. Debate on the effects of class on educational attainment is well documented and typically centres on the reproductive nature of class whilst studies of the effect of class on educational aspirations also predict outcomes that see education reinforcing and reproducing a student's class background.Despite a number of government initiatives to help raise higher education participation to 50 per cent by 2010, for the working class numbers have altered little. Using data from an ethnographic case study of a low-achieving girls school, the author explores aspirations and argues that whilst class is very powerful in explaining educational attainment, understanding educational aspirations is somewhat more complex. The purpose of this book, therefore, is to question and challenge popular assumptions surrounding class-based theory in making sense of girls' aspirations and to question the usefulness of the continued over reliance of such broad categorisations by both academics and policy makers

Improving educational functions in botanic gardens by employing landscape narratives

Landscape narrative, combining landscape and narrative, has been employed to create storytelling layouts and interpretive information in some famous botanic gardens. In order to assess the educational effectiveness of using "landscape narrative" in landscape design, the Heng-Chun Tropical Botanical Garden in Taiwan was chosen as research target for an empirical study. Based on cognitive theory and the affective responses of environmental psychology, computer simulations and video recordings were used to create five themed display areas with landscape narrative elements. Two groups of pupils watched simulated films. The pupils were then given an evaluation test and questionnaire, to determine the effectiveness of the landscape narrative. When the content was well associated and matched with the narrative landscape, the comprehension and retention of content was increased significantly. The results also indicated that visual preference of narrative landscape scenes was increased. This empirical study can be regarded as a successful model of integrating landscape narrative and interpretation practice that can be applied to the design of new theme displays in botanic gardens to improve both the effectiveness of interpretation plans and the visual preference of visitors. (c) 2008 Elsevier B.V. All rights reserved.

Inequality of educational opportunity in India: changes over time and across states

This paper documents the extent of inequality of educational opportunity in India spanning the period 1983–2004 using National Sample Surveys. We build on recent developments in the literature that have operationalized concepts of inequality of opportunity theory and construct several indices of inequality of educational opportunity for an adult sample. Kerala stands out as the least opportunity-unequal state. Rajasthan, Gujarat, and Uttar Pradesh experienced large-scale falls in the ranking of inequality of opportunities. By contrast, West Bengal and Orissa made significant progress in reducing inequality of opportunity. We also examine the links between progress toward equality of opportunity and a selection of pro-poor policies.