Inclusivity instead of exclusivity: The role of moocs for college credit

Rose Baker, David L. Passmore, Brian Martin Mulligan

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.

Original languageEnglish (US)
Title of host publicationEnhancing Education Through Open Degree Programs and Prior Learning Assessment
PublisherIGI Global
Pages109-127
Number of pages19
ISBN (Electronic)9781522552567
ISBN (Print)1522552553, 9781522552550
DOIs
StatePublished - May 11 2018

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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