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Can MOOC Fires Bring Light to Shadow Education

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  • Gary Boyd
  • Noah Kasraie

Abstract

The New York Times has named 2012 as ¡°The Year of the MOOC.¡± With more than 1.3 million users, the Chronicle of Higher Education writers have called MOOCs the ¡°Campus Tsunami¡±, declaring that ¡°College May Never Be the Same.¡± How did we get here?? What have been the drivers that led us to this point in our educational history?? Scholars identify at least four drivers that have converged to make the timing ripe for MOOCs. This paper reviews the current literature on the new phenomenon of MOOCs, discusses its relationship on the international scene where shadow tutoring poses more problems than benefits, and recommends future research on areas in which clear gaps exist in the body of the literature.??

Suggested Citation

  • Gary Boyd & Noah Kasraie, 2013. "Can MOOC Fires Bring Light to Shadow Education," International Journal of Learning and Development, Macrothink Institute, vol. 3(4), pages 87-95, August.
    • Handle: RePEc:mth:ijld88:v:3:y:2013:i:4:p:87-95
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    References listed on IDEAS

    as
    1. World Bank, 2005. "Expanding Opportunities and Building Competencies for Young People : A New Agenda for Secondary Education," World Bank Publications - Books, The World Bank Group, number 7429, December.
    2. Bray, Mark & Kwok, Percy, 2003. "Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong," Economics of Education Review, Elsevier, vol. 22(6), pages 611-620, December.
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    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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