MOOCs and upskilling in Australia : a qualitative literature study

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dc.contributor.authorSantandreu, David C.
dc.contributor.authorShah, Mariam Aman
dc.contributor.authorRiggs, Karina
dc.contributor.authorConnor, Melissa
dc.date.accessioned2020-02-23T14:20:03Z
dc.date.available2020-02-23T14:20:03Z
dc.date.copyright2019
dc.date.issued2019
dc.descriptionFull 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=summonen_US
dc.description.abstractAccess 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.citationSantandreu 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.2019.1687392en_US
dc.identifier.issn2331186X
dc.identifier.urihttps://search-proquest-com.ezp.cud.ac.ae/publiccontent/docview/2353194426?pq-origsite=summon
dc.identifier.urihttp://hdl.handle.net/20.500.12519/151
dc.language.isoenen_US
dc.publisherTaylor and Francis Ltd.en_US
dc.relationAuthors 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.ispartofseriesCogent Education;Vol. 6, no. 1
dc.rightsCreative Commons Attribution (CC-BY) 4.0 license.
dc.rights.holderCopyright : 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectAustraliaen_US
dc.subjectEmploymenten_US
dc.subjectLiterature reviewen_US
dc.subjectMOOCsen_US
dc.subjectUpskillingen_US
dc.titleMOOCs and upskilling in Australia : a qualitative literature studyen_US
dc.typeReviewen_US

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