Massive Open Online Courses, Big Data, and Education Research

Eichhorn, Sarah; Matkin, Gary W.

doi:10.1002/ir.20152

Cited by 19 publications

(13 citation statements)

References 8 publications

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“…Some “massive online open courses” (MOOCs) attract huge numbers of students from around the world (Eichhorn & Matkin, 2016). If it were possible to train therapists in a similar way, this would be an important advance as the conventional form of training is not scalable and is therefore a barrier to treatment dissemination (Fairburn & Cooper, 2011).…”

Section: Digital Trainingmentioning

confidence: 99%

The impact of digital technology on psychological treatments and their dissemination

Fairburn

Patel

2017

Behaviour Research and Therapy

370

227

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The psychological treatment of mental health problems is beginning to undergo a sea-change driven by the widespread availability of digital technology. In this paper we provide an overview of the developments to date and those in the pipeline. We describe the various uses of digital interventions and consider their likely impact on clinical practice, clinical services and the global dissemination of psychological treatments. We note the importance of online clinics, blended treatment, digital assessment and digital training.

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Section: Digital Trainingmentioning

confidence: 99%

The impact of digital technology on psychological treatments and their dissemination

Fairburn

Patel

2017

Behaviour Research and Therapy

370

227

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“…Digital technology is increasingly being used for educational purposes. Some "massive online open courses" (MOOCs) attract huge numbers of students from around the world (Eichhorn & Matkin, 2016). If it were possible to train therapists in a similar way, this would be an important advance as the conventional form of training is not scalable and is therefore a barrier to treatment dissemination (Fairburn & Cooper, 2011).…”

Section: Digital Trainingmentioning

confidence: 99%

The Impact of Digital Technology on Psychological Treatments and Their Dissemination

Fairburn¹,

Patel²

2018

FOC

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“…The emergence of discourses on "evidence" in education (e.g., claims that teaching should be "evidence-based") is a further exemplification of these trends. It converges with the growing application of "big data" analytics and algorithmic thinking within education and more broadly (see further, Argenton, 2017;Attaran, Stark & Stotler, 2018;Ben-Porath & Shahar, 2017;Cope & Kalantzis, 2015;Daniel, 2015;Eichhorn & Matkin, 2016;Peters, 2012;Petrilli, 2018;Prinsloo, 2017;Schouten, 2017;Thompson, 2017;Wang, 2017;Williamson, 2017Williamson, , 2018. With the aid of powerful computers and search engines, vast quantities of data can now be sifted, sorted, packaged, and produced.…”

Section: Higher Education In the Age Of Big Datamentioning

confidence: 99%

Performativity, Big Data and Higher Education: The Death of the Professor?

Roberts

2019

Beijing International Review of Education

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In his classic work, The Postmodern Condition: A Report on Knowledge, Jean-Françios Lyotard prophesised the death of the age of the Professor. Writing at the end of the 1970s, Lyotard could see that in contexts where knowledge was regarded as a commodity, and where the question of truth was becoming subservient to the question of what sells, the importance of university teachers would increasingly be questioned. In the decades that followed the publication of The Postmodern Condition, many of the trends observed by Lyotard have become cemented in policy and practice. This paper argues that while the age of the Professor is not yet dead, it is dying – slowly but steadily, in a manner that is more evident in some fields than others. Given the dominance of economic goals in shaping educational agendas, the triumph of the performativity principle, and the obsession with measuring and marketing almost everything, support for scholars in the humanities in particular has been progressively eroded. This process of dying is, however, by no means complete, and a rebirth of the age of the Professor, perhaps in a slightly different form, remains a possibility that should not be ruled out.

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Massive Open Online Courses, Big Data, and Education Research

Abstract: The chapter examines massive open online course (MOOC) research potential, areas of current research about MOOCs, and barriers to and frontiers of future research.

Cited by 19 publications

References 8 publications

The impact of digital technology on psychological treatments and their dissemination

The impact of digital technology on psychological treatments and their dissemination

The Impact of Digital Technology on Psychological Treatments and Their Dissemination

Performativity, Big Data and Higher Education: The Death of the Professor?

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