Online Learning and MOOCs: A Framework Proposal

• Admiraal, W., & Lockhorst, D. (2009). E-learning in small and medium-sized enterprises across Europe. International Small Business Journal, 27(6), 743–767.

  Article  Google Scholar 

• Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2), 1–14.

  Google Scholar 

• Baker III, F. W., & Surry, D. (2013). Open education designs: A taxonomy for differentiating and classifying open learning environments. Paper presented at the Society for Information Technology and Teacher Education International Conference, Chesapeake, VA.

  Google Scholar 

• Bates, A., & Sangrà, A. (2011). Managing technology in higher education: Strategies for transforming teaching and learning. San Francisco, CA: Jossey-Bass.

  Google Scholar 

• Bell, B., & Federman, J. (2013). eLearning in postsecondary education. The Future of Children, 23(1), 165–185.

  Article  Google Scholar 

• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, C. A., Tamim, R. M., Surkes, M. A., & Bethel, E. C. (2009). A meta-analysis of three types of interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289.

  Article  Google Scholar 

• Cantoni, L., Botturi, L., Succi, C., & New MinE Lab. (2007). E-learning: Capire, progettare, comunicare. Milano: FrancoAngeli.

  Google Scholar 

• Cantoni, L., & Kalbaska, N. (2010). eLearning offers by destination management organizations. In U. Gretzel, R. Law, & M. Fuchs (Eds.), Information and communication technologies in tourism (pp. 247–259). Wien: Springer.

  Google Scholar 

• Cantoni, L., Kalbaska, N., & Inversini, A. (2009). E-learning in tourism and hospitality: A map. Journal of Hospitality, Leisure, Sport and Tourism Education, 8(2), 148–156.

  Article  Google Scholar 

• Carr, N. (2012, September 27). The crisis in higher education. MIT Technology Review. Retrieved from http://www.technologyreview.com/featuredstory/429376/the-crisis-in-higher-education/. Accessed August 18, 2014.

• CEC. (2001). Communication from the commission to the council and the European parliament. The eLearning action plan: Designing tomorrow’s education. Brussels: COM.

  Google Scholar 

• Chauhan, A. (2014). Massive open online courses (MOOCS): Emerging trends in assessment and accreditation. Digital Education Review, 25, 7–18.

  Google Scholar 

• Conole, G. (2013). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Pre-print book chapter, http://eprints.rclis.org/19388/4/Pegagogies%20for%20enhanced%20the%20learner%20experience%20and%20quality%20of%20MOOCs.pdf. Accessed August 20, 2014).

• Cooper, S., & Sahami, M. (2013). Reflections on Stanford’s MOOCs. Communications of the ACM, 56(2), 28–30.

  Article  Google Scholar 

• Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3, 1–20.

  Google Scholar 

• Daniel, J., Kanwar, A., & Uvalić-Trumbić, S. (2009). Breaking higher education’s iron triangle: Access, cost, and quality. Change: The Magazine of Higher Learning, 41(2), 30–35. Available at: www.changemag.org/Archives/Back%20Issues/March-April%202009/full-iron-triangle.html. Accessed October 18, 2014.

• DeBoer, J., Ho, A., Stump, G., & Breslow, L. (2014). Changing “Course”: Reconceptualizing educational variables for massive open online courses. Educational Researcher. doi:10.3102/0013189X14523038.

  Google Scholar 

• Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38–40.

  Article  Google Scholar 

• Handel, B., Groenland, C., & Gerzina, T. (2010). Dentistry students’ perceptions of learning management systems. European Journal of Dental Education, 14(1), 50–54.

  Article  Google Scholar 

• Harden, N. (2013). The end of the university as we know it. The American Interest, 8, 54–62.

  Google Scholar 

• Holmberg, B. (1995). The evolution of the character and practice of distance education. Open Learning, 10(2), 47–53.

  Article  Google Scholar 

• Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distance Learning, 15(1), 133–159.

  Google Scholar 

• Kalbaska, N. (2012). Travel agents and destination management organizations: eLearning as a strategy to train tourism trade partners. Journal of Information Technology and Tourism, 13(1), 1–12.

  Google Scholar 

• Kim, J. (2012, May 6). David Brooks confuses MOOCs with online learning. Retrieved from http://www.insidehighered.com/blogs/technology-and-learning/david-brooks-confuses-moocs-online-learning. Accessed August 14, 2014.

• Kop, R., & Fournier, H. (2011). New dimensions to self-directed learning in an open networked learning environment. International Journal of Self-Directed Learning, 7(2), 2–20.

  Google Scholar 

• Kuttainen, C., & Lexhagen, M. (2012). Overcoming barriers to SME e-commerce adoption using blended learning: A Swedish action research case study. Journal of Information Technology and Tourism, 13(1), 13–26.

  Article  Google Scholar 

• Lonn, S., & Teasley, S. (2009). Saving time or innovating practice: Investigating perceptions and uses of learning management systems. Computers and Education, 53(3), 686–694.

  Article  Google Scholar 

• Murphy, J. (2012). LMS teaching versus community learning: A call for the latter. Asia Pacific Journal of Marketing and Logistics, 25(5), 826–841.

  Google Scholar 

• Murphy, J., Kalbaska, N., Williams, A., Ryan, P., Cantoni, L., & Horton-Tognazzini, L. (2014). Massive open online courses: Strategies and research areas. Journal of Hospitality and Tourism Education, 26(1), 39–43.

  Article  Google Scholar 

• Nadkarni, S., & Venema, M. (2012). Tourism capacity building in developing geographies: A case for open educational resources. Journal of Information Technology and Tourism, 13(1), 27–37.

  Article  Google Scholar 

• Negash, S., & Wilcox, M. V. (2008). E-learning classifications: Differences and similarities. In S. Negash, M. Whitman, A. Woszczynski, K. Hoganson, & H. Mattord (Eds.), Handbook of distance learning for real-time and asynchronous information technology education (pp. 1–23). Hershey, PA: IGI Global.

  Chapter  Google Scholar 

• Pappano, L. (2012, November 2). Year of the MOOC. The New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html. Accessed August 18, 2014.

• Peters, O. (2003). Distance education in transition. New trends and challenges. Oldenburg: Bibliotheks und Informationssystem der Universität Oldenburg.

  Google Scholar 

• Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401–426.

  Article  Google Scholar 

• Rodriguez, O. (2013). The concept of openness behind c and x-MOOCs. Open Praxis, 5(1), 67–73.

  Article  Google Scholar 

• Shimabakura, J. (2013, September 26). SPOCs are MOOC game changers. ETC Journal. http://etcjournal.com/2013/09/26/spocs-are-mooc-game-changers/. Accessed August 20, 2014.

• Sigala, M. (2002). The evolution of internet pedagogy: Benefits for tourism and hospitality education. Journal of Hospitality, Leisure, Sport and Tourism Education, 1(2), 29–45.

  Google Scholar 

• Tankelevičienė, L., & Damaševičius, R. (2009). Towards a conceptual model of learning context in e-learning. Paper presented at the Ninth IEEE International Conference on Advanced Learning, ICALT 2009, Riga, Latvia. Accessed August 20, 2014.

  Google Scholar 

• Wilkowski, J., Russell, D. M., & Deutsch, A. (2014). Self-evaluation in advanced power searching and mapping with Google MOOCs. Paper presented at the L@S‘14, Atlanta.

  Google Scholar 

Download references