摘要：The revolutionary zeal with which Massively Open Online Courses, or MOOCs, were embraced in 2012 ostensibly situated online education as completely new, unprecedented, and entirely disruptive for the status quo of higher education (Pappano, 2012). Yet only a year later revelations of incredibly low completion rates (Pretz, 2014) and poor learning outcomes (Perez - Harnandez 2014) led to questions about whether the appeal and lifespan of MOOCs as a concept was alrea dy terminal (Strauss, 2013; Yang, 2013). While the rise and fall of MOOCs have both been radically overdetermined – they are an emerging if largely unpolished form of mass education, but certainly one that is here to stay in some form for the conceivable f uture – it is equally if not more important to recognise that teaching and learning utilising and via networked digital communication tools has a history as long as the World Wide Web itself (Kent & Leaver, 2014). Moreover, as the largest online social net work in the world, Facebook has been part of the education landscape since its inception in a Harvard dormitory a decade ago. This special issue of Digital Culture & Education takes the tenth anniversary of Facebook as an opportunity to critically reflect on role of that platform in higher education, whilst simultaneously engaging with some of the larger questions about the place of education online, questions which pre - date the emergence of MOOCs by a significant number of years.
关键词：Facebook; Online Education; Massively ; Open Online Courses ; (MOOCs)
