Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent of higher education’s deterioration. Although MOOCs are often discussed in terms of their current and future usefulness, or lack thereof, in higher education contexts, very little data exists on professors’ experiences creating and teaching these courses. Therefore, I conducted a qualitative study, more specifically a phenomenography, to examine professors’ experiences with developing and teaching a MOOC. Data include their thoughts on why they decided to teach a MOOC and the benefits and challenges associated with making and teaching a MOOC.
- online teaching,
- online learning,
- distance education
Veuillez télécharger l’article en PDF pour le lire.
- Blackmon, S. J., & Major, C. H. (2017). Wherefore art thou MOOC?: Defining massive open online courses. Online Learning-AERA Special Issue, 21(4), 195-221. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1272/346
- Blancato, M., & Iwertz, C. (2016). ‘Are the instructors going to teach us anything?': Conceptualizing student and teacher roles in the 'Rhetorical Composing' MOOC. Computers and Composition, 42, 47-58. Retrieved from https://www-sciencedirect-com.proxy.wm.edu/science/article/pii/S8755461515300153
- Chuang, I., & Ho, A. D. (2016). HarvardX and MITX: Four years of open online courses, Fall 2012-Summer 2016. Retrieved from SSRN website: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2889436
- Clara, M., & Barbera, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129-136. Retrieved from http://web.b.ebscohost.com.proxy.wm.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=416769fa-6f43-4c70-99a7-6b0db93f8944%40sessionmgr102
- Comer, D. K. (2014). Learning how to teach differently: Extracts from a MOOC instructor's journal. In S. D. Krause & C. Lowe (Eds.) Invasion of the MOOCs: The promise and perils of massive open online courses (pp. 130-149). Anderson, SC: Parlor Press. Retrieved from http://www.parlorpress.com/pdf/invasion_of_the_moocs.pdf
- Cormier, D., & Siemens, G. (2010). The open course through the open door: Open courses as research, learning, and engagement. Educause Review, 31-39. Retrieved from https://www.islandscholar.ca/islandora/object/ir%3A3675/datastream/PDF/view
- Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Los Angeles, CA: Sage Publications.
- Goh, P. (2013). Conceptions of competency: A phenomenographic investigation of beginning teachers in Malaysia. The Qualitative Report, 18(40), 1-16. Retrieved from https://nsuworks.nova.edu/cgi/viewcontent.cgi?referer=https://scholar-google-com.proxy.wm.edu/scholar?hl=en&as_sdt=0%2C47&q=Conceptions+of+competency%3A+A+phenomenographic+investigation+of++beginning+teachers+in+Malaysia&btnG=&httpsredir=1&article=1519&context=tqr/
- Graham, G. (2012, Oct. 1). After the buzz: How the embrace of MOOCs could hurt middle America. Chronicle of Higher Education. Retrieved from http://www.chronicle.com
- Hew, K., & Cheung, W. (2014). Students' and instructors' use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45-58. Retrieved from https://www-sciencedirect-com.proxy.wm.edu/science/article/pii/S1747938X14000128
- Kolowich, S. (2013, May 2). Why professors at San Jose State won't use a Harvard professor's MOOC. Chronicle of Higher Education. Retrieved from http://www.chronicle.com
- Kop, R., Fournier,H., & Mak, J. (2011). A pedagogy of abundance or a pedagogy to support human beings: Participant support on massive open online courses. The International Review of Research in Open and Distance Learning, 12(7), 74-93. Retrieved from http://www.irrodl.org/index.php/irrodl/article/viewFile/1041/2042
- Lesko, C., & Hollingsworth, Y. (2013). Challenges and value-adds: Proposed use of virtual world environments to provide interactive workspace for MOOC course deliveries. In T. Bastiaens & G. Marks (Eds.), Proceedings of e-learn 2013--world conference on e-learning in corporate, government, healthcare, and higher education (pp. 834-843).
- Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www-learntechlib-org.proxy.wm.edu/p/114947/
- Liyanagunawardena, T.R., Adams, A.A., & Williams, S.A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distance Learning, 14(3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455/2531
- Margaryan, A., Bianco, M., & Littlejohn, A. (2014). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77-83. Retrieved from https://www-sciencedirect-com.proxy.wm.edu/science/article/pii/S036013151400178X
- Marton, F. (1981). Phenomenography - Describing conceptions of the world around us. Instructional Science, 10(2), 177-200. Retrieved from https://www-jstor-org.proxy.wm.edu/stable/pdf/23368358.pdf
- Marton, F. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28-49. Retrieved from https://www-jstor-org.proxy.wm.edu/stable/pdf/42589189.pdf
- Merriam, S. (1998). Qualitative research and case study applications in education. Jossey-Bass: San Francisco, CA.
- Parmaxi, A., Kyriacou, S., & Stylianou, K. (2013). Using phenomenography to compare the variation of language teachers and learners' attitudes towards computer assisted language learning. Global Perspectives of Computer-Assisted Language Learning, WorldCALL. Retrieved from https://www.researchgate.net/publication/236678708_Using_phenomenography_to_capture_the_variation_of_language_teachers_and_learners%27_attitudes_towards_Computer_Assisted_Language_Learning
- Pursel, B., Zhang, L., Jablokow, K., & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviors indicative of MOOC completion. Journal of Computer Assisted Learning, 32(3), 202-217. Retrieved from https://onlinelibrary-wiley-com.proxy.wm.edu/doi/pdf/10.1111/jcal.12131
- Rhoads, R. A. (2015). MOOCs: High technology & higher learning. Baltimore, Maryland: Johns Hopkins University Press.
- Rodriguez, O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 2, 1-13. Retrieved from http://www.eurodl.org/materials/contrib/2012/Rodriguez.pdf
- Savin-Baden, M., & Major, C. (2013). Qualitative research: The essential guide to theory and practice. London: Routledge.
- Shackelford, J., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distance Learning, 13(4), 228-249. Retrieved from http://www.irrodl.org/index.php/irrodl/Â%C2%ADarticle/view/1339/2317
- Siemens, G. (2012). MOOCs are really a platform. ELearning Space. Retrieved from http://www.elearnspace.org/blog/2012/07/25/moocs-are-really-a-platform/
- Straumsheim, C. (2017, January 13). Harvard U, MIT release updated MOOC report. Retrieved from https://www.insidehighered.com/quicktakes/2017/01/13/harvard-u-mit-release-updated-mooc-report?utm_content=buffer19fe0&utm_medium=social&utm_source=twitter&utm_campaign=IHEbuffer
- Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOCs, notetaking and contexts surrounding content consumption. British Journal of Educational Technology, 46(3), 570-587. Retrieved from https://onlinelibrary-wiley-com.proxy.wm.edu/doi/pdf/10.1111/bjet.12297
- Woo, Y., & Reeves, T. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. Internet and Higher Education, 10, 15-25. Retrieved from https://www-sciencedirect-com.proxy.wm.edu/science/article/pii/S1096751606000753
- Zhenghao, C., Alcorn, B., Christensen, G., Eriksson, N., Koller, D., & Emanuel, E. (2015). Who's benefitting from MOOCs, and why. Harvard Business Review. Retrieved from https://hbr.org/2015/09/whos-benefiting-from-moocs-and-why