How MOOC instructors view the pedagogy and purposes of massive open online courses
| Published | September 2015 |
| Journal | Distance Education Volume 36, Issue 3, Pages 295 - 311 |
ABSTRACT
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.| Keywords | faculty satisfaction survey · higher education · MOOC research · MOOCs |
| ISSN | 1475-0198 |
| Refereed | Yes |
| Rights | Copyright © 2016 Informa UK Limited |
| DOI | 10.1080/01587919.2015.1081736 |
| Other information | Distance Education |
| Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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