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To MOOC or not to MOOC?: A Case Study of Norway
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Author(s): Cathrine Tømte (Nordic Institute for Studies in Innovation, Research, and Education (NIFU), Norway), Arne Fevolden (Nordic Institute for Studies in Innovation, Research, and Education (NIFU), Norway)and Dorothy Sutherland Olsen (Nordic Institute for Studies in Innovation, Research, and Education (NIFU), Norway)
Copyright: 2014
Pages: 14
Source title:
E-Learning as a Socio-Cultural System: A Multidimensional Analysis
Source Author(s)/Editor(s): Vaiva Zuzevičiūtė (Mykolas Romeris University, Lithuania), Edita Butrimė (Lithuanian University of Health Sciences, Lithuania), Daiva Vitkutė-Adžgauskienė (Vytautas Magnus University, Lithuania), Vladislav Vladimirovich Fomin (Vytautas Magnus University, Lithuania)and Kathy Kikis-Papadakis (Foundation for Research and Technology, Greece)
DOI: 10.4018/978-1-4666-6154-7.ch012
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Abstract
Inspired by examples in the US and Europe, many Higher Education Institutions (HEIs) in Norway are exploring how they can use Massive Open Online Courses (MOOC) and other technologies to shape the classrooms of the future. This chapter briefly reviews expectations of MOOCs including both xMOOCs and cMOOCs and what they might do for higher education in a national context. Thereafter, it considers the development of MOOCs in relation to theories of disruptive technologies and national adoptions and/or adjustments to MOOCs. In this, the authors examine how Norwegian educational institutions are utilizing digital technology to support various solutions of online learning to address educational challenges. This approach is relevant as it serves as an example of how countries around the world explore the new possibilities that come with the MOOCs and other ubiquitous technologies and how they relate these to their existing organization of higher education.
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