Ubiquitous learning and massive communication in MOOCs: Revisiting the role of teaching as a praxis

References

• Aguaded-Gómez, J.I. 2013. “The MOOC Revolution: A new form of education from the technological paradigm?” Comunicar 41 (21): 7–8. doi: http://dx.doi.org/10.3916/C41-2013-a1. .
   Google Scholar
• Alraimi, K.M., H. Zo, and A.P. Ciganek. 2015. “Understanding the MOOCs Continuance: The Role of Openness and Reputation.” Computers &Education 80: 28–38. doi:10.1016/j.compedu.2014.08.006.
   Web of Science ®Google Scholar
• Biesta, G.J.J. 2012. “Giving Teaching Back to Education: Responding to the Disappearance of the Teacher.” Phenomenology & Practice 6 (2): 35–49.
   Google Scholar
• Biesta, G.J.J. 2016. Good Education in an Age of Measurement: Ethics, Politics, Democracy. New York: Routledge.
   Google Scholar
• Carr, W. 1987. “What Is an Educational Practice?” Journal of Philosophy of Education 21: 163–175. doi:10.1111/j.1467-9752.1987.tb00155.x.
   Google Scholar
• Carr, W. 1998. “What Is Educational Practice?” In Philosophy of Education: Major Themes in the Analytic Tradition, edited by P. White and P. Hirst, 167–183. New York: Routledge.
   Google Scholar
• Chernesky, F. 2014. “Massive Possibilities? A Forum on MOOCs.” .Academic Questions 27 (3): 309. doi:10.1007/s12129-014-9441-4.
   Google Scholar
• Dabbagh, N., A.D. Benson, A. Denham, R. Joseph, M. Al-Freih, G. Zgheib, H. Fake, and Z. Guo. 2016. Learning Technologies and Globalization: Pedagogical Frameworks and Applications. Dordrecht: Springer.
   Google Scholar
• Dreyfus, H. 2009. On the Internet: Thinking in Action. 2nd ed. New York: Rout ledge.
   Google Scholar
• Freeman, H. 1973. “The Concept of Teaching.” Journal of Philosophy of Education 7 (1): 7–38. doi:10.1111/j.1467-9752.1973.tb00470.x.
   Google Scholar
• Harber, J. 2014. MOOCs. Cambridge: MIT Press.
   Google Scholar
• Heidegger, M. 1977. The Question Concerning Technology & Other Essays. Translated by W. Lovitt. New York: Harper Press.
   Google Scholar
• Holford, J., P. Jarvis, M. Milana, R. Waller, and S. Webb. 2014. “The MOOC Phenomenon: Toward Lifelong Education for All?” International Journal of LifelongEducation 33 (5): 569–572. doi:10.1080/02601370.2014.961245.
   Google Scholar
• Kalantzis, M., and B. Cope. 2012. New Learning: Elements of a Science of Education. 2nd ed. Cambridge: Cambridge University Press.
   Google Scholar
• Kalantzis, M., and B. Cope. 2015. “Learning and New Media.” In The Sage Handbook of Learning, edited by D. Scott and E. Hargreaves, 373–387. London: Sage Reference.
   Google Scholar
• Knox, J. 2014. “Digital Culture Clash: “Massive” Education in the E-Learning and Digital Cultures MOOC.” Distance Education 35, 2: 164–177. doi:10.1080/01587919.2014.917704.
   Web of Science ®Google Scholar
• Knox, J. 2016. Posthumanism and the Massive Open Online Course: Contaminating the Subject of Global Education. New York: Routledge.
   Google Scholar
• Marshal, S. 2014. “Exploring the Ethical Implications of MOOCs.” Distance Education 35 (2): 250–262. doi:10.1080/01587919.2014.917706.
   Web of Science ®Google Scholar
• Porter, S. 2015. To MOOC or Not to MOOC: How Can Online Learning Help to Build the Future of Higher Education? New York: Chandos.
   Google Scholar
• Rhoads, R.A. 2015. MOOCs, High Technology and Higher Learning. Baltimore: Johns Hopkins University Press.
   Google Scholar
• Scannell, J. 2014. “Education: The Subjectivising Power of the Performative.” Somatechnics 4 (2): 310–323. doi:10.3366/soma.2014.0134.
   Google Scholar
• Tseng, S.F., Y.W. Tsao, L.C. Yu, C.L. Chan, and K. R. Lai. 2016. “Who Will Pass? Analyzing Learner Behaviors in MOOCs.” Research and Practice in Technology Enhanced Learning 11 (8). doi:10.1186/s41039-016-0033-5.
   PubMedGoogle Scholar
• Tu, C.H., M. McIsaac, R. Doyle, H. Aydin, and A. E. Ozkul. 2013. “A Cycle of Online Education Ecstasy/Agony: To MOOC or Not to MOOC.” Paper presented at the IEEE 63rd conference, Las Vegas, May.
   Google Scholar
• Turkle, S. 2011. Alone Together: Why We Expect More from Technology and Less from Each Other. New York: Basic Books.
   Google Scholar
• Zarghami-Hamrah, S. 2017. “MOOCs and Omnipresent Learning: Opportunity or Challenge for Lifelong Learning?” In Proceedings of the 8^th National Philosophy of Education Society of Iran Conference: Philosophy of education and lifelong learning, edited by Masoud Safaei Moghaddam, 584–590. Ahvaz: Shahid Chamran Universty. (In Persian).
   Google Scholar
• Zarghami-Hamrah, S. 2018. “Analyzing and Examining the Nature of Virtual Relationship between Teacher and Students in the New Generation of E-Learning: The Case Study of MOOCs.” Foundations of Education 7 (2):25–36. doi:10.22067/fedu.v7i2.66937. (In Persian).
   Google Scholar
• Zarghami-Hamrah, S., and M. J. de Vries. 2016. “Revisiting the Role of Teaching Practice in Authentic Communication in MOOCs”. Paper presented at the 15th conference of the International Network of Philosophers of Education, Warsaw, August 17–20.
   Google Scholar
• Zembylas, M., and C. Vrasidas. 2005a. “Levinas and the “Inter-Face”: The Ethical Challenge of Online Education.” Educational Theory 55 (1): 61–78. doi:10.1111/j.1741-5446.2005.0005a.x.
   Google Scholar
• Zembylas, M.A., and C. Vrasidas. 2005b. “Globalization, Information and Communication Technologies, and the Prospect of a ‘Global Village’: Promises of Inclusion or Electronic Colonization?” Journal of Curriculum Studies 37 (1): 65–83. doi:10.1080/0022027032000190687.
   Web of Science ®Google Scholar
• Zhang, J., M. Skryabin, and X. Song. 2016. “Understanding the Dynamics of MOOC Discussion Forums with Simulation Investigation for Empirical Network Analysis (SIENA).” Distance Education 37 (3): 270–286. doi:10.1080/01587919.2016.1226230.
   Web of Science ®Google Scholar