e-learning-ukr

I had an intense relationship with MOOCs in 2014. As all intense “relationships”, I loved them, hated them, invested a lot of time on them, or abandon them. MOOCs surprised me with new knowledge (i.e. gamification), or satisfied my pedagogical learning needs (i.e. EdTech and blended learning). I defended MOOCs against those who desperately wanted them to fail based on their high dropout rate, but also, I raised my voice against those MOOCs that experimented with students and neglected their needs.