Junjie Chen


Massive open online courses (MOOCs) have generated both enthusiasm and criticism. They are being widely discussed in the mainstream news media as well as to a smaller extent in the academic community. In recent years, the numbers of MOOCs, MOOC providers, blogs discussing MOOCs, and discussion groups are rapidly increasing, which can be an important indicator of the involvement of many stakeholders. Most of these developments and analyses are based on both economic and technology perspectives. Few studies have analyzed MOOCs from the perspective of learning science as well as have put them into a larger context with other approaches to learning and education. This review explores the challenges derived from the perspective to conceptualize MOOCs as being one component in a rich landscape of learning.

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