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Perceptions of MOOC learning for employability: public education as microcosm
Dissertation   Open access

Perceptions of MOOC learning for employability: public education as microcosm

Michael K. Webb
Doctor of Education (Ed.D.), Drexel University
Nov 2015
DOI:
https://doi.org/10.17918/etd-6645
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Abstract

MOOCs (Web-based instruction)--Certification Open learning--Certification Educational leadership Education
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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