Learn more about this scholarly new book MOOCs and Open Education

MOOCs and Open Education is a book which articulates issues having to do with open education resources (OERs) and massively open online courses (MOOC). Modern improvements in online learning technology have provided the means for people in nations all aver the world to take courses via the Internet. Massive open online courses are customarily free for learners but do not lead to formal accreditation. This MOOCs book also documents active learning solutions that can help motivate students to engage in more productive learning experiences. This MOOCs book describes the best practices in blended learning based on decades of research. There are numerous topics that learning technology organizations are having to struggle with more than ever because online education technology is advancing so rapidly. How can institutions guarantee that the quality control for these massive open online courses is respectable? How can institutions guarantee that teachers are properly credentialed to teach courses online? What business models are being used by organizations like University of Minnesota to conduct these MOOC courses? What teaching practices and experimental evaluation strategies are optimal? How can participants get a handle on poor student motivation and high attrition?

As digital e-learning technology becomes more available there is a increasing desire to perceive how MOOC courses are being conducted. Researchers and many other participants need to better perceive these promising new open educational experiments. Professors want to grasp how these MOOC classes can be improved. To meet this crescive desideratum for data the dramatic new book MOOCs and Open Education offers a critical analysis of these massively open online courses and other open education resource subjects. This stimulating new book also describes the major controversies associated with MOOC classes and open education resources (OERS). To learn more please visit MOOCs and Open Education.

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