MOOCs and Legal Education: Valuable Innovation or Looming Disaster?

Schrag, Philip G.

doi:10.2139/ssrn.2278261

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The mere characteristic that MOOCs are "massive" and "online" implies that MOOCs have the potential to "bring organised information to very large numbers of people, and much of the literature on MOOCs perceives this development as an unalloyed benefit" (Schrag, 2014). MOOCs are said to be a part of the internationalisation of higher education since they occur in the "international context of knowledge" and are a driver of "a wider and more inclusive world".…”

Section: Resultsmentioning

confidence: 99%

Integrating Global Online Legal Education with an On-Campus Franchise Course: A Role for MOOCs

Cejnar

Buchan

Atwell

et al. 2020

European Journal of Open, Distance and E-Learning

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Section: Resultsmentioning

confidence: 99%

Integrating Global Online Legal Education with an On-Campus Franchise Course: A Role for MOOCs

Cejnar

Buchan

Atwell

et al. 2020

European Journal of Open, Distance and E-Learning

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“…Advocates of MOOCs-based learning proclaim that MOOCs have the potential to "equalize" the playing field by eliminating barriers such as tuition costs, age, prerequisites, time constraints, and selective admission policies (Ebner, 2016). But, at the same time, critics have expressed fears because they envisage that the advent and proliferation of MOOCs in higher education will accelerate a deterioration of the University system by creating a two-tier education, i.e., a first-class, high-cost offering for the privileged and the few, and a secondclass, low-cost, internet-delivered offering for the underprivileged (Schrag, 2014;Young, 2018).…”

Section: Discussionmentioning

confidence: 99%

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

Mohebi¹,

Ponce²

2019

Preprint

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This study is a synthesis of 159 articles that were selected for their relevance to comprehend key aspects of the Massive Open Online Courses (MOOCs) phenomenon, from a discourse analysis perspective. Since 2011, MOOCs are expanding worldwide so that the number of subscribers outpointed 101 million at the end of 2018. This paper explores the question whether the MOOCs are the embodiment of the global one-world classroom or whether, instead, they represent a low-cost alternative tailored to a segment that doesn´t have enough time or resources to attend a brick-and-mortar college. In addition, the review tackles the link between motivation and low completion rates. Finally, we discuss the need to devise better methods to assess the pedagogical value of MOOCs.

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“…The affordances of MOOCs for specific disciplines and topics have been discussed by a number of authors with subjects including Computing [102], Engineering [43], Medicine [72,94], Library Studies [11,20], Physics [1] and Law [91].…”

Section: Individual Xmoocs and Subject Interestmentioning

confidence: 99%

Massive open online courses: a review of usage and evaluation

Sinclair

Boyatt

Rocks

et al. 2015

IJLT

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The Massive Open Online Course (MOOC) has seen a dramatic rise in prominence over the last five years and is heralded by some as disrupting existing pedagogy and practices within the education sector, while others are far more sceptical about the impact of MOOCs. Numerous courses are now being offered on a number of different platforms, with participant numbers for some individual courses reaching hundreds of thousands. Expectations are high for what these courses can achieve in terms of opening access, widening participation and cost saving. In this paper we conduct a literature review to examine what is known about MOOCs (both those following the original connectivist model and the more traditionally didactic variety) and what indications there are that they can live up to such expectations. We discuss concerns arising from the review and identify issues including lack of evidence, absence of pedagogy, lack of support and unrealistic expectations particularly on beginner learners.

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MOOCs and Legal Education: Valuable Innovation or Looming Disaster?

Cited by 4 publications

References 1 publication

Integrating Global Online Legal Education with an On-Campus Franchise Course: A Role for MOOCs

Integrating Global Online Legal Education with an On-Campus Franchise Course: A Role for MOOCs

MOOCs at the Crossroads: A Literature Review and Reflection Drawing upon Discourse Analysis

Massive open online courses: a review of usage and evaluation

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