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Journal Issue
Volume 13 Issue 4, ECEL 2014 / Apr 2015  pp205‑315

Editor: Kim Long

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EJEL Editorial  pp205‑206

Kim Long

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Assessment in Massive Open Online Courses  pp207‑216

Wilfried Admiraal, Bart Huisman, Olga Pilli

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Affordances of Educational Learning Technologies in Higher Education Multicultural Environments Multicultural Learning Environments  pp217‑227

Edilson Arenas

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Online formative assessment in higher education: Its pros and cons  pp228‑236

Zwelijongile Gaylard Baleni

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It Takes a Community to Develop a Teacher: Testing a New Teacher Education Model for Promoting ICT in Classroom Teaching Practices in Chile  pp237‑249

Paula Charbonneau-Gowdy

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Adding Value: Open Online Learning and the MBA  pp250‑259

Rachel Fitzgerald, Maggie Anderson, Ross Thompson

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Abstract

Abstract: A range of issues have emerged through the design of a MOOC project known as Gateway MBA. The Gateway MBA Project aims to extend the MBA Programme at Northampton Business School and this MOOC has a number of intentions. From a pedagogical pers pective the MOOC was created to give the student insight into the demands of postgraduate study while introducing a core area of the MBA, Critical Issues in Business. Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and in this instance the MOOC aims to increase recruitment to the MBA internationally and to raise the profile of the university. While there are risks in this strategy, the Gateway project team see a po tential to introduce and market the MBA to a global audience through open online learning, raising the university brand profile and expanding the eLearning horizons of those involved in the project and beyond. This paper will consider recurring themes in the literature in the context of the design and delivery of the Gateway MBA. It is clear that reconciling MOOC values and aims with educational quality and learner satisfaction standards is problematic so this paper considers how we developed and embed i nnovations in the areas of technology and academic cultural practices in order to meet this challenge. Finally we will consider the issues and challenges in the design and delivery of a MOOC and will offer future considerations for sustainability.Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and this paper shares insight into an example of such innovation for Business School Education. Gateway MBA draws on examples of open learning worldwide to create a MOOC to extend the MBA distance learning programme for Northampton Business School. The Gateway MOOC offers open online access to MBA education to develop recruitment to the MBA internationally and to raise the pro file of the university. While there are risks 

 

Keywords: Keywords: MOOC, open practice, peer collaboration, disruptive technologies, MBA, online curriculum design

 

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Developing confidence in the use of digital tools in teaching  pp260‑267

Dr Sue Greener, Craig Wakefield

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The Scoring of Matching Questions Tests: A Closer Look  pp268‑276

Antonín Jančařík, Yvona Kostelecká

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The Effectiveness of E‑Learning: An Explorative and Integrative Review of the Definitions, Methodologies and Factors that Promote e‑Learning Effectiveness  pp277‑289

Signe Schack Noesgaard, Rikke Ørngreen

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Evaluation as a Powerful Practices in Digital Learning Processes  pp290‑300

Birgitte Holm Sørensen, Karin Tweddell Levinsen

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Reflections of Students language Usage in Social Networking Sites: Making or Marring Academic English  pp301‑315

Saraswathy Thurairaj, Er Pek Hoon, Swagata Sinha Roy, Pok Wei Fong

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