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Perceptions of MOOC Learning for Emp...

Webb, Michael K.

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Perceptions of MOOC Learning for Employability: Public Education as Microcosm.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions of MOOC Learning for Employability: Public Education as Microcosm./
Author:	Webb, Michael K.
Description:	145 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
Subject:	Continuing education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742899
ISBN:	9781339355207

Perceptions of MOOC Learning for Employability: Public Education as Microcosm.
Webb, Michael K.

Perceptions of MOOC Learning for Employability: Public Education as Microcosm. - 145 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2015.

Open educational resources (OERs) and massive open online courses (MOOCs) have disrupted multiple areas of practice in higher education. OERs and MOOCs allow anyone with high-speed Internet access the opportunity to learn content from universities around the world. However, the lack of institutional credit for learning from a MOOC represents a major difference from the existing higher education model. Without credit or a degree from institutions offering MOOCs, students learning through these new formats have no commonly recognized means of representing their knowledge or skill development. Thus, the employability of students pursuing MOOC learning is unclear. The purpose of this study was to explore employers' perceptions of MOOC learning as they relate to the employability of MOOC students within the field of K-12 public education, with a focus on the three sub-fields of Business and Management, Education, and Information Technology. Utilizing disruption, perceptions of online learning, and credentialing as components of a conceptual framework, the researcher sought to answer the question of how K-12 public education employers perceive MOOC learning as a means of developing employable skills and knowledge. Web-based surveys and semi-structured interviews were used in a convergent parallel design to gather perceptual data.

ISBN: 9781339355207Subjects--Topical Terms:

527504
Continuing education.

Perceptions of MOOC Learning for Employability: Public Education as Microcosm.
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245 1 0 $a Perceptions of MOOC Learning for Employability: Public Education as Microcosm.
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500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Rebecca Clothey.
502 $a Thesis (Ed.D.)--Drexel University, 2015.
520 $a Open educational resources (OERs) and massive open online courses (MOOCs) have disrupted multiple areas of practice in higher education. OERs and MOOCs allow anyone with high-speed Internet access the opportunity to learn content from universities around the world. However, the lack of institutional credit for learning from a MOOC represents a major difference from the existing higher education model. Without credit or a degree from institutions offering MOOCs, students learning through these new formats have no commonly recognized means of representing their knowledge or skill development. Thus, the employability of students pursuing MOOC learning is unclear. The purpose of this study was to explore employers' perceptions of MOOC learning as they relate to the employability of MOOC students within the field of K-12 public education, with a focus on the three sub-fields of Business and Management, Education, and Information Technology. Utilizing disruption, perceptions of online learning, and credentialing as components of a conceptual framework, the researcher sought to answer the question of how K-12 public education employers perceive MOOC learning as a means of developing employable skills and knowledge. Web-based surveys and semi-structured interviews were used in a convergent parallel design to gather perceptual data.
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