Massive open online courses: strategies and research areas

• Jamie Murphy ^[2] ; Nadzeya Kalbaska ^[1] ; Alan Williams ^[2] ; Peter Ryan ^[2] ; Lorenzo Cantoni ^[1] ; Laurel C. Horton-Tognazzini ^[2]
  1. [1] Universita della Svizzera italiana

     Universita della Svizzera italiana

     Lugano, Suiza

     
  2. [2] Australian School of Management
• Localización: Journal of hospitality and tourism education, ISSN 1096-3758, Vol. 26, Nº. 1, 2014, págs. 39-43
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The latest education revolution, the massive open online courses (MOOCs), is gaining momentum, accolades, and participation across industry and academia. These learning laboratory behemoths host and assess tens to hundreds of thousands of students in a single class, for free. Similar to their scope, MOOCs’ short- and long-term educational implications seem massive. Immediate MOOC educational outcomes vary widely from roaring successes to global jokes. To date however, few or no studies address MOOCs in hospitality and tourism. This article takes a small step toward addressing this gap, drawing on the Diffusion of Innovations theory to review educational technologies, open education, and MOOCs. The result is an overview and four complementary MOOC diffusion strategies and research areas.