Abstract
In this opinion article, I discuss the role of online learning, especially Massive Open Online Courses (MOOCs), in making what I call “resource-intensive pedagogies” more sustainable. Specifically, I zero in on the framework of service-learning. I present a case study of a long-standing and successful service-learning project in the context of teacher education. This case-based evidence suggests that MOOCs can be highly instrumental in individualizing course content and increasing the course concept’s scalability. The article ends by suggesting three avenues for further research to explore this nexus of online learning and resource-intensive pedagogies.
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