MOOCs in higher education magazines: A content analysis of internal stakeholder perspectives
Urrutia, Manuel León · White, Steve · White, Su · Zvacek, Susan [secondary] · Restivo, Maria Teresa [secondary] · Uhomoibhi, James [secondary] · Helfert, Markus [secondary]
Published | February 2016 |
Series | Communications in Computer and Information Science Volume 583, Pages 395–405 |
Publisher | Computer Supported Education: 7th International Conference, CSEDU 2015, Lisbon, Portugal, May 23-25, 2015, Revised Selected Papers, Springer International Publishing |
Editors | Uhomoibhi, James · Helfert, Markus · Zvacek, Susan · Restivo, Maria Teresa |
ABSTRACT
Higher Education magazines have echoed the rapid spread of MOOCs in Higher Education Institutions (HEIs) since 2012. In their pages, MOOC related articles are proliferating. The focus of such articles has often been the disruptive nature as well as the survival of this new form of open online education, especially the first years. However, there is also a great deal of mentions of how internal stakeholders in HEIs perceive the advent of MOOCs. These perceptions are the object of analysis in this article. Using the Content Analysis (CA) method, MOOC related sources in three Higher Education magazines during 2014 have been analysed against a set of key themes. These themes have been established by combining data from two previous studies: a Content Analysis of MOOC related academic literature, and a set of interviews to internal stakeholders using grounded theory. As the findings indicate, in 2014 the main concerns of internal stakeholders have been the new teaching practices and new work dynamics resulting from the incorporation of MOOCs in their working routines. It is argued that educational media no longer focuses on the debate of the future of MOOCs. Rather, the debate is on how MOOCs should be best implemented from a practitioner’s perspective.Keywords | content analysis · HE magazines · MOOCs · university stakeholders |
Published at | Cham |
ISBN | 978-3-319-29585-5 |
Refereed | Yes |
Rights | Springer International Publishing Switzerland |
DOI | 10.1007/978-3-319-29585-5_23 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
Viewed by 115 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.










Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Professional development through MOOCs in higher education institutions: Challenges and opportunities for PhD students working as mentors
Urrutia, Manuel León; Fielding, Sarah; White, Su
The advent of Massive Open Online Courses (MOOCs) has been altering the Higher Education landscape in recent years. This kind of courses are penetrating in an increasing number of universities, the majority of which do ...
Match: urrutia, manuel len; white, su; moocs
Challenges of identifying second language English speakers in MOOCs
Duru, Ismail; Sunar, Ayse Saliha; Dogan, Gulustan; White, Su; et al.
In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants' engagements in a MOOC. We aim to find out key points which directly effect learners' dropout ...
Match: white, su
#MOOC friends and followers: An analysis of Twitter hashtag networks
Costello, Eamon; Brown, Mark; Nair, Binesh; Mhichíl, Mairéad Nic Giolla; et al.
In this paper we present results of the initial phase of a project which sought to analyze the community who use the hashtag #MOOC in Twitter. We conceptualize this community as a form of networked public. In doing so ...
Match: white, su; moocs
Learning designers in the ‘Third Space’: The socio-technical construction of MOOCs and their relationship to educator and learning designer roles in HE
White, Steven; White, Su
Massive Open Online Courses (MOOCs) are frequently portrayed as “agents of change” in higher education (HE), impacting on institutional practices, processes and structures throughout HE. However, these courses do ...
Match: white, su
The drivers of employer support for professional skill development in MOOCs
Hamori, Monika; Kloos, Carlos Delgado; Jermann, Patrick; Pérez-Sanagustín, Mar; et al.
This paper looks at the job-, employee- and organization-specific drivers of support from employers for MOOCs. A survey of 1481 employed learners is used to test the hypotheses. Results show that employers are more ...
Match: white, su
A principled approach to the design of collaborative MOOC curricula
Håklev, Stian; Slotta, James D.; Kloos, Carlos Delgado; Jermann, Patrick; et al.
MOOCs have the potential to benefit from the large number of very diverse learners that participate in courses, but this requires a principled approach to MOOC curriculum development. Courses need to take into ...
Match: white, su; moocs
Effect of free certificate discontinuation in completion rates of MOOC
Despujol, Ignacio M.; Turró, Carlos; Castañeda, Linda; Busquets, Jaime; et al.
Completion rates have been a controversial topic since Massive Open Online Courses (MOOCs) became mainstream in 2012. In January 2016, based in previous trials, edx.org discontinued the free honor code certificate for ...
Match: white, su
Improving MOOC student learning through enhanced peer-to-peer tasks
Bordel, Borja; Alcarria, Ramón; Martín, Diego; Sánchez-de-Rivera, Diego; et al.
In the context of MOOCs, activities that imply a deeper learning are, undoubtedly, P2P tasks. However, the traditional MOOC structure makes very difficult to evaluate the learning level obtained by students when ...
Match: white, su
Weekly predicting the at-risk MOOC learners using dominance-based rough set approach
Bouzayane, Sarra; Saad, Inès; Kloos, Carlos Delgado; Jermann, Patrick; et al.
This paper proposes a method based on the Dominance-based Rough Set Approach (DRSA) to predict the learners who are likely to drop out the course during the next week of the MOOC (Massive Open Online Course) based on ...
Match: white, su
Does gamification in MOOC discussion forums work?
Reischer, Matthias; Khalil, Mohammad; Ebner, Martin; Kloos, Carlos Delgado; et al.
Massive Open Online Courses (MOOCs) are a new form of learning environment aimed towards accessibility and openness using contemporary technologies. One of the MOOC's key features is the social interaction which usually ...
Match: white, su; moocs