Abstract
This paper aims to map the supply of MOOCs in Brazil, starting from the Godwin-Jones’ assumption that "MOOCs are neither open nor massive, but often regular online simply courses that have been re-branded" (Godwin-Jones, 2014). At the same time, it approaches the Brazilian context, through an exploratory and descriptive study, based on a qualitative and inductive research strategy, divided into two main phases: the first step maps the MOOCS offered by Coursera and Veduca portals, and the ones delivered by the higher education institutions (HEIs). In contrast, the second phase compares the evolution of a different category of online courses, other than MOOCS: the accredited online undergraduate courses offered by HEIs, through the longitudinal analysis of data from the Census of Higher Education, between the years 2008 and 2013. It concludes that the courses offered are not regular online simply re-branded ones, as there are different provisions, but they are subject to the Brazilian particular regulatory conditions.
Highlights
The term MOOC was first used in 2008 (Thille, 2014) but only in 2011, it became visible when US elite universities began to offer open and distance free courses
In 2013, MOOCs were launched by the University of São Paulo (USP), in partnership with the Brazilian portal Veduca (Veduca, 2015)
Considering that the studies don’t take into account how MOOCs are being used in Brazil, this paper aims to map the supply of Massive Open Online Courses - MOOCs in the country, starting from the Godwin-Jones’ assumption that "MOOCs are neither open nor massive, but often regular online courses that have been re-branded" (GodwinJones, 2014)
Summary
The term MOOC was first used in 2008 (Thille, 2014) but only in 2011, it became visible when US elite universities began to offer open and distance free courses. The courses are free; usually offer no diploma, only one conclusion certification; and vary in their educational purposes, philosophies and the technological resources used (Thille, 2014). This model has been evolving to different stages of development, to what has occurred in other countries, and there are various types of courses with varying degrees of openness, course fees, qualification requirements (Commission, 2013), credit-earning, and models of delivery (UK, 2013). The second phase compares the evolution of a different category of online courses, other than MOOCS: the accredited online undergraduate courses offered by Higher Education Institutions - HEIs, through the longitudinal analysis of data from the Census of b Universidade Aberta.
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