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MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs ARTICLE

IRRODL Volume 19, Number 4, ISSN 1492-3831 Publisher: Athabasca University Press

Abstract

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.

Citation

Blackmon, S. (2018). MOOC Makers: Professors’ Experiences With Developing and Delivering MOOCs. The International Review of Research in Open and Distributed Learning, 19(4),. Athabasca University Press. Retrieved October 17, 2018 from .

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