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Evolution or Revolution: Are MOOCs Saving Education?
Abstract
This chapter tries to awake a critical sense from sociological approaches in an analysis of the Massive Online Open Courses (hereinafter, MOOC), that is capable of emerging from the media noise generated from concerned positions. This reflection shows some explanatory variables about the socio-educational MOOC phenomenon involving appropriate research lines to approach the veracity of such sensation. Determining the scope of analysis and its internal logic is essential in a concept as confusing as MOOC. A close up on three levels -genesis, maintenance and related effects- lets us overcome simplified visions associated with functionalist approaches. At these levels, the network of relationships, interests and struggles for power is shown as well as the influence of the own educational actors themselves that is determined by the impact of their environments. Moreover, it is possible to realize the variables that explain the interactions with other fields: scientific, economic, business, administrative which are interested in influencing the autonomy of the educational field by means of MOOCs. The chapter concludes with two sample reflections as to show how to think inside the aforesaid sociological analysis. Clearly, any analysis will be restricted by the extent of the chosen model of causal variables that will never embrace all those that reality imposes. In this sense, previous studies of such variables and a suitable election will determine its explanatory scope.
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