03622nam a22005175i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001300172072001600185072002300201072001500224100008200239245014200321250001800463264007900481300006500560336002600625337002600651338003600677347002400713505084600737520091001583650003502493650003402528650002302562650003802585650003702623650005702660650003502717650002902752650003402781650002902815710003402844773002602878776003602904776003602940776003602976856004603012912001403058912001503072999001703087978-3-031-58184-7DE-He21320251030112039.0cr nn 008mamaa240513s2024    sz |    s    |||| 0|eng d  a97830315818479978-3-031-58184-77 a10.1007/978-3-031-58184-72doi 4aLB1028.3 7aJNV2bicssc 7aEDU0000002bisacsh 7aJNV2thema1 aDianati, Seb.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut97675714aThe Commercialisation of Massive Open Online Coursesh[electronic resource] :bReading Ideologies in Between the Lines /cby Seb Dianati.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXXI, 174 p. 12 illus., 10 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter 1: MOOC Mirage: Disrupting Illusions of the ‘Golden Age’ of Online Learning -- Chapter 2: From OER to MOOCs: An Evolutionary Analysis and Its Neoliberal Context -- Chapter 3: Decoding Ideologies: A Gramscian Guide to Reading Ideologies in MOOCs and Beyond -- Chapter 4: Beyond Research Methods: Unpacking Ideological Criticism through Ontology, Epistemology, and Ideographs -- Chapter 5: Unmasking Ideologies: A Critical Examination of Coursera from Theory to Practice -- Chapter 6: Behind the Screens: Unpacking the Ideologies of Udacity through Ideographs and Criticism -- Chapter 7: Decoding Udemy: A Deep Dive into the Ideological Landscape of MOOCs -- Chapter 8: The Paradox of Progress: Dissecting the Neoliberal Ideologies in edX's Transformation -- Chapter 9: Piercing the Veil: A Critical Examination of MOOC Ideologies.  aThis book critically examines the role of Massive Open Online Courses (MOOCs) in higher education, against the backdrop of rapid developments in online learning. Reporting on a method by which one could isolate ideologically charged words from websites, the author underlines the need to pause, question and understand the underlying motives behind MOOCs, and ask fundamental questions about their data use, commercial interests, and ability to provide ‘good’ education. With its step-by-step ideological analysis, the author challenges educators, policymakers, and students alike to reconsider the fabric of online courses and their associated platforms. The book will appeal to scholars of digital education and sociology, as well as scholars from the critical sciences. Seb Dianati is Academic Lead in the Digital Learning Futures team in Education Strategy at Charles Darwin University, Australia. 0aEducational technology.957244 0aEducational sociology.958182 0aEducation, Higher. 0aTechnologyxSociological aspects. 0aInternetxSocial aspects.95915714aDigital Education and Educational Technology.96855724aSociology of Education.96975824aHigher Education.96898024aEmerging Technologies.97088924aInternet Studies.9708882 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303158183008iPrinted edition:z978303158185408iPrinted edition:z978303158186140uhttps://doi.org/10.1007/978-3-031-58184-7  aZDB-2-EDA  aZDB-2-SXED  c59821d59821