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Exploring dimensions of change: the case of MOOC conceptions
Karolinska Institutet, Sweden.
Stockholm University, Faculty of Social Sciences, Department of Education. Karolinska Institutet, Sweden.
Number of Authors: 4
2017 (English)In: International journal for academic development, ISSN 1360-144X, E-ISSN 1470-1324, Vol. 22, no 3, 257-269 p.Article in journal (Refereed) Published
Abstract [en]

This paper addresses a relatively new phenomenon in higher education, Massive Open Online Courses (MOOCs), and explores conceptions around this new and emerging development from the perspective of a number of stakeholders in the university. A phenomenographic approach is adopted. The study explores how different stakeholders at a university perceive the MOOC phenomenon, and reflects on how the many conceptions stakeholders adhere to are made meaningful for academic developers in their role as 'partners in arms'. The conceptions run across a continuum from the local and narrow to the global and broad. The study identifies challenges to change agency in a higher education institution.

Place, publisher, year, edition, pages
2017. Vol. 22, no 3, 257-269 p.
Keyword [en]
MOC, conceptions, change agents
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-148107DOI: 10.1080/1360144X.2017.1291430ISI: 000409884900008OAI: oai:DiVA.org:su-148107DiVA: diva2:1150133
Available from: 2017-10-18 Created: 2017-10-18 Last updated: 2017-10-25Bibliographically approved

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McGrath, CormacBolander Laksov, Klara
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