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Title
Qualitative system dynamics models to assess the effect of MOOCs on the system of tertiary education
Authors ;
SourceJournal of Contemporary Education, Theory & Research 3 (2019) 1, S. 3-8
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Keywords (German)Online-Kurs; Systemisches Denken; Tertiäre Bildung; Hochschullehre; Hochschule; Massenmedien; Digitalisierung; Systemischer Ansatz; Variable; Systematic Review; Interview; Griechenland
sub-disciplineEmpirical Educational Research
Higher Education
Document typeArticle (journal)
ISSN2654-0274
LanguageEnglish
Year of creation
review statusPeer-Reviewed
Abstract (English):Massive Online Open Courses (MOOCs) are an innovation in higher education that cause disruptions in the traditional operation of universities. For this reason it is important to understand what their effect may be in the tertiary level of education. The purpose of this paper is to study this effect under a Systems Thinking perspective. For that reason, several Causal Loop Diagrams (CLDs) were developed with the variables derived from a literature review and interviews with students and teachers. These CLDs showed that communication and collaboration among students and with teachers, cost and language are elements that determine the behavior of the system of tertiary education and the MOOCs integration. Furthermore, they can be seen as an important tool for academic advancement and a means for participation in innovative research. However, higher education is a complex system and there is the need for more advanced and/or quantitative research to fully comprehend the effect of MOOCs on it. (DIPF/Orig.)
other articles of this journalJournal of Contemporary Education, Theory & Research Jahr: 2019
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Date of publication08.04.2020
Suggested CitationTsaple, Vasiliki; Tzionas, Panayiotis: Qualitative system dynamics models to assess the effect of MOOCs on the system of tertiary education - In: Journal of Contemporary Education, Theory & Research 3 (2019) 1, S. 3-8 - URN: urn:nbn:de:0111-pedocs-190868 - DOI: 10.5281/zenodo.3598665
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