The double classroom: Design patterns using MOOCs in teacher education
Published | May 2017 |
Conference | 5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus |
Series | Lecture Notes in Computer Science Edition 1, Volume 10254, Pages 254-262 |
Publisher | Springer International Publishing |
Editors | Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su |
Country | Spain, Europe |
ABSTRACT
This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration with educators, two design patterns have been developed and tested to differentiate teaching and to enhance the feedback to students. The findings show that when MOOC resources are integrated, it 'doubles' the classroom, meaning it doubles the teacher's opportunities for being present in more places at once, both digitally on video and physically. Furthermore, MOOCs make it possible to parallelize the teaching, allowing some students to learn in MOOCs and others in a face-to-face manner on campus, as per their specific needs and situations. The paper also highlights some of the teachers' fears in relation to MOOCs, such as becoming residual in the classroom when the MOOC takes over the teacher's role.Keywords | Design-Based Research · differentiation · MOOC · teacher education |
Published at | Madrid |
ISBN | 978-3-319-59044-8 |
Refereed | Yes |
Rights | © Springer International Publishing AG 2017 |
DOI | 10.1007/978-3-319-59044-8_30 |
URL | https://link.springer.com/chapter/10.1007/978-3-319-59044-8_30 |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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