| 000 | 03804nam a22005655i 4500 | ||
|---|---|---|---|
| 001 | 978-3-031-58184-7 | ||
| 003 | DE-He213 | ||
| 005 | 20251030112039.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240513s2024 sz | s |||| 0|eng d | ||
| 020 |
_a9783031581847 _9978-3-031-58184-7 |
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| 024 | 7 |
_a10.1007/978-3-031-58184-7 _2doi |
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| 050 | 4 | _aLB1028.3 | |
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_aEDU000000 _2bisacsh |
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| 100 | 1 |
_aDianati, Seb. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _976757 |
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| 245 | 1 | 4 |
_aThe Commercialisation of Massive Open Online Courses _h[electronic resource] : _bReading Ideologies in Between the Lines / _cby Seb Dianati. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aCham : _bSpringer Nature Switzerland : _bImprint: Palgrave Macmillan, _c2024. |
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| 300 |
_aXXI, 174 p. 12 illus., 10 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _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. | |
| 520 | _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. | ||
| 650 | 0 |
_aEducational technology. _957244 |
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| 650 | 0 |
_aEducational sociology. _958182 |
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| 650 | 0 | _aEducation, Higher. | |
| 650 | 0 |
_aTechnology _xSociological aspects. |
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| 650 | 0 |
_aInternet _xSocial aspects. _959157 |
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| 650 | 1 | 4 |
_aDigital Education and Educational Technology. _968557 |
| 650 | 2 | 4 |
_aSociology of Education. _969758 |
| 650 | 2 | 4 |
_aHigher Education. _968980 |
| 650 | 2 | 4 |
_aEmerging Technologies. _970889 |
| 650 | 2 | 4 |
_aInternet Studies. _970888 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031581830 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031581854 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783031581861 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-3-031-58184-7 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
_c59821 _d59821 |
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