Quality Assurance for Massive Open Access Online Courses: Building on the Old to Create Something New

J Walls, J.-A. Kelder, C. King, S. Booth, D. Sadler

Research output: Chapter in Book/Conference paperChapterpeer-review

3 Citations (Scopus)


Institutional quality assurance frameworks enable systematic reporting of traditional higher education courses against agreed standards. However, their ability to adequately evaluate quality of a MOOC has not been explored in depth. This chapter, Quality Assurance for Massive Open access Online Courses – building on the old to create something new, explores the added learning and teaching dimensions that MOOCs offer and the limitations of existing frameworks. Many components of a MOOC are similar to traditional courses and, thus, aspects of quality assurance frameworks directly apply, however they fail to connect with the global, unrestricted reach of an open learning and teaching platform. The chapter uses the University of Tasmania's first MOOC, Understanding Dementia, as a case. MOOC-specific quality assurance dimensions are presented in an expanded framework, to which the Understanding Dementia MOOC is mapped, to demonstrate its usefulness to a sector grappling with this new learning and teaching modality. This chapter continues the commentary on – Policy issues in MOOCs Design, through the topic of ‘quality issues critical comparison – contrasting old with new.'
Original languageEnglish
Title of host publicationMacro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future
EditorsElspeth McKay, John Lenarcic
Place of PublicationUnited States
PublisherIGI Global
Number of pages23
ISBN (Electronic)9781466683259
ISBN (Print)9781466683242
Publication statusPublished - 2015
Externally publishedYes

Publication series

NameAdvances in Educational Technologies and Instructional Design


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