TY - JOUR
T1 - Massive open online change? Exploring the discursive construction of the 'MOOC' in newspapers
AU - Selwyn, Neil
AU - Bulfin, Scott Anthony
AU - Pangrazio, Luciana Jane
PY - 2015
Y1 - 2015
N2 - Massive Open Online Courses (MOOCs) have been a prominent topic of
recent educational discussion and debate. MOOCs are, in essence, universityaffiliated
courses offered to large groups of online learners for little or no cost and
are seen by many as a bellwether for change and reform across higher education
systems. This study uses content and discourse analysis methods to examine
how understandings of MOOC-related ?change? were presented in US, UK
and Australian newspapers. Drawing on detailed analysis of 457 newspaper
articles published between 2011 and 2013, the findings point to
a predominant portrayal of MOOCs in relation to the massification,
marketization and monetization of higher education, rather than engaging in
debate of either ?technological? or ?educational? issues such as online learning
and pedagogy, instructional design or student experience. The article then
considers the reasons underpinning this restricted framing of what many
commentators have touted as a radical educational form?not least the
apparently close association between MOOCs and the economics of higher
education.
AB - Massive Open Online Courses (MOOCs) have been a prominent topic of
recent educational discussion and debate. MOOCs are, in essence, universityaffiliated
courses offered to large groups of online learners for little or no cost and
are seen by many as a bellwether for change and reform across higher education
systems. This study uses content and discourse analysis methods to examine
how understandings of MOOC-related ?change? were presented in US, UK
and Australian newspapers. Drawing on detailed analysis of 457 newspaper
articles published between 2011 and 2013, the findings point to
a predominant portrayal of MOOCs in relation to the massification,
marketization and monetization of higher education, rather than engaging in
debate of either ?technological? or ?educational? issues such as online learning
and pedagogy, instructional design or student experience. The article then
considers the reasons underpinning this restricted framing of what many
commentators have touted as a radical educational form?not least the
apparently close association between MOOCs and the economics of higher
education.
UR - http://onlinelibrary.wiley.com/doi/10.1111/hequ.12061/epdf
U2 - 10.1111/hequ.12061
DO - 10.1111/hequ.12061
M3 - Article
SN - 0951-5224
VL - 69
SP - 175
EP - 192
JO - Higher Education Quarterly
JF - Higher Education Quarterly
IS - 2
ER -