University of Toronto instructors’ experiences with developing MOOCs

We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Hedieh Najafi, Carol Rolheiser, Laurie Harrison, Stian Håklev
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2015
Materias:	MOOC design Faculty experience MOOC development Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/b6b339ca37f8463abf083098ba66a981
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b6b339ca37f8463abf083098ba66a981
record_format	dspace
spelling	oai:doaj.org-article:b6b339ca37f8463abf083098ba66a9812021-12-02T16:59:54ZUniversity of Toronto instructors’ experiences with developing MOOCs10.19173/irrodl.v16i3.20731492-3831https://doaj.org/article/b6b339ca37f8463abf083098ba66a9812015-06-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2073https://doaj.org/toc/1492-3831 We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their teaching and research practices. Through inductive analysis, we gleaned common motivations for MOOC development, including expanding public access to high quality learning resources, showcasing U of T teaching practices, and attempting to engage MOOC learners in application of concepts learned, even in the face of constraints that may inhibit active learning in MOOC contexts. MOOC design and delivery was a team effort with ample emphasis on planning and clarity. Instructors valued U of T instructional support in promoting systematic MOOC design and facilitating technical issues related to MOOC platforms. The evolution of MOOC support at U of T grew from a focus on addressing technical issues, to instructional design of MOOCs driven, first, by desired learning outcomes. Findings include changes in teaching practices of the MOOC instructors as they revised pedagogical practices in their credit courses by increasing opportunities for active learning and using MOOC resources to subsequently flip their classrooms. This study addresses the paucity of research on faculty experiences with developing MOOCs, which can subsequently inform the design of new forms of MOOC-like initiatives to increase public access to high quality learning resources, including those available through U of T. Hedieh NajafiCarol RolheiserLaurie HarrisonStian HåklevAthabasca University PressarticleMOOC designFaculty experienceMOOC developmentSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 16, Iss 3 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	MOOC design Faculty experience MOOC development Special aspects of education LC8-6691
spellingShingle	MOOC design Faculty experience MOOC development Special aspects of education LC8-6691 Hedieh Najafi Carol Rolheiser Laurie Harrison Stian Håklev University of Toronto instructors’ experiences with developing MOOCs
description	We interviewed eight University of Toronto (U of T) instructors who have offered MOOCs on Coursera or EdX between 2012 and 2014 to understand their motivation for MOOC instruction, their experience developing and teaching MOOCs, and their perceptions of the implications of MOOC instruction on their teaching and research practices. Through inductive analysis, we gleaned common motivations for MOOC development, including expanding public access to high quality learning resources, showcasing U of T teaching practices, and attempting to engage MOOC learners in application of concepts learned, even in the face of constraints that may inhibit active learning in MOOC contexts. MOOC design and delivery was a team effort with ample emphasis on planning and clarity. Instructors valued U of T instructional support in promoting systematic MOOC design and facilitating technical issues related to MOOC platforms. The evolution of MOOC support at U of T grew from a focus on addressing technical issues, to instructional design of MOOCs driven, first, by desired learning outcomes. Findings include changes in teaching practices of the MOOC instructors as they revised pedagogical practices in their credit courses by increasing opportunities for active learning and using MOOC resources to subsequently flip their classrooms. This study addresses the paucity of research on faculty experiences with developing MOOCs, which can subsequently inform the design of new forms of MOOC-like initiatives to increase public access to high quality learning resources, including those available through U of T.
format	article
author	Hedieh Najafi Carol Rolheiser Laurie Harrison Stian Håklev
author_facet	Hedieh Najafi Carol Rolheiser Laurie Harrison Stian Håklev
author_sort	Hedieh Najafi
title	University of Toronto instructors’ experiences with developing MOOCs
title_short	University of Toronto instructors’ experiences with developing MOOCs
title_full	University of Toronto instructors’ experiences with developing MOOCs
title_fullStr	University of Toronto instructors’ experiences with developing MOOCs
title_full_unstemmed	University of Toronto instructors’ experiences with developing MOOCs
title_sort	university of toronto instructors’ experiences with developing moocs
publisher	Athabasca University Press
publishDate	2015
url	https://doaj.org/article/b6b339ca37f8463abf083098ba66a981
work_keys_str_mv	AT hediehnajafi universityoftorontoinstructorsexperienceswithdevelopingmoocs AT carolrolheiser universityoftorontoinstructorsexperienceswithdevelopingmoocs AT laurieharrison universityoftorontoinstructorsexperienceswithdevelopingmoocs AT stianhaklev universityoftorontoinstructorsexperienceswithdevelopingmoocs
_version_	1718382289684004864

University of Toronto instructors’ experiences with developing MOOCs

Ejemplares similares