MOOCs and upskilling in Australia : a qualitative literature study

dc.contributor.author Santandreu, David C.
dc.contributor.author Shah, Mariam Aman
dc.contributor.author Riggs, Karina
dc.contributor.author Connor, Melissa
dc.date.accessioned 2020-02-23T14:20:03Z
dc.date.available 2020-02-23T14:20:03Z
dc.date.copyright 2019
dc.date.issued 2019
dc.description Full text of this article is available in CUD LRC electronic resources at: https://search-proquest-com.ezp.cud.ac.ae/publiccontent/docview/2353194426?pq-origsite=summon en_US
dc.description.abstract Access to digital technology has demonstrated the ability to change learning in the workplace with easily available resources and flexibility through often self-paced learning environments, offering employees the ability to take control of their learning experiences. The scarce existing body of research suggests that “specialised” MOOCs may be an effective means of upskilling the workforce. Whilst MOOCs offer a convenient, scalable and cost-effective means for businesses looking to increase or update skills within their workforce, much uncertainty still exists about both Australian employers’ and employee perceptions and attitudes towards the use of MOOCs as a way of addressing the skills gaps. The aim of this study was to explore the potential for MOOCs in addressing the skills gaps in the Australian workforce through a systematic qualitative review of the literature. In total, 19 research and media articles were reviewed. Three major themes emerged: MOOCs and flexibility for learning, MOOCs for on-demand, lifelong learning in a rapidly changing workplace, and credentialing of MOOCs towards a formal qualification. This study aims to contribute to this growing area of research by exploring the extent to which MOOCs might help address skills shortages and upskill employees in an Australian context. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license. en_US
dc.identifier.citation Santandreu Calonge, D., Aman Shah, M., Riggs, K., & Connor, M. (2019). MOOCs and upskilling in Australia: A qualitative literature study. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1687392 en_US
dc.identifier.issn 2331186X
dc.identifier.uri https://search-proquest-com.ezp.cud.ac.ae/publiccontent/docview/2353194426?pq-origsite=summon
dc.identifier.uri http://hdl.handle.net/20.500.12519/151
dc.language.iso en en_US
dc.publisher Taylor and Francis Ltd. en_US
dc.relation Authors Affiliations: Santandreu Calonge, D., Canadian University Dubai, United Arab Emirates; Aman Shah, M., Education, Lancaster University, Lancaster, United Kingdom; Riggs, K., The University of Adelaide, Australia; Connor, M., The University of Adelaide, Australia
dc.relation.ispartofseries Cogent Education;Vol. 6, no. 1
dc.rights Creative Commons Attribution (CC-BY) 4.0 license.
dc.rights.holder Copyright : 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
dc.rights.uri https://creativecommons.org/licenses/by/4.0/
dc.subject Australia en_US
dc.subject Employment en_US
dc.subject Literature review en_US
dc.subject MOOCs en_US
dc.subject Upskilling en_US
dc.title MOOCs and upskilling in Australia : a qualitative literature study en_US
dc.type Review en_US
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