Ubiquitous learning and massive communication in MOOCs: Revisiting the role of teaching as a praxis

Saeid Zarghami-Hamrah*, Marc J. de Vries

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

2 Citations (Scopus)
38 Downloads (Pure)


In the present study, we refer to Carr's theory on the nature of educational practice for evaluating teaching as a praxis in relation to two major changes, i.e. ubiquitous learning and massive communication caused by MOOCs. With regard to the first change, we argue that the teacher is faced with the problem of encouraging the learners to get involved in the educational activities. The second change has resulted in a reduction of teacher’s agency and loss of teaching legitimacy and hence its natural feature as a morally committed action. In addition, massive communication has affected the potential encounters between teacher and student considered as the ‘Other’ and has replaced conversation with texting. We highlight the significance of teacher-student conversation as an essential element for developing reflection and self-reflection capacities. Finally, we discuss that the responsibility of teaching is beyond designing and implementing education technically through MOOCs.

Original languageEnglish
Pages (from-to)370-384
JournalEthics and Education
Issue number3
Publication statusPublished - 2018

Bibliographical note

Accepted Author Manuscript


  • massive communication
  • praxis
  • teaching
  • Ubiquitous learning


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