Massive Open Online Courses (MOOCs) Behind the Scenes PROCEEDING
Brenda Cecilia Padilla Rodríguez, Universidad Autónoma de Nuevo León, Mexico ; Alejandro Armellini, University of Northampton, United Kingdom ; Viviana Carolina Cáceres Villalba, Universidad Autónoma de Nuevo León, Mexico
Global Learn, in Limerick, Ireland Publisher: Association for the Advancement of Computing in Education (AACE)
Research literature on Massive Open Online Courses (MOOCs) is still limited and tends to focus on the learner perspective. This paper reports on the experiences of ten UK-based individuals involved in designing, developing, or delivering MOOCs (learning technologists, coordinators, designers, course builders or facilitators). We focus on the following key areas: 1) reasons to offer MOOCs, 2) design, creation and delivery processes, 3) attainment and course evaluation, and 4) challenges and recommendations for the future. Findings show that MOOCs are usually collaboratively created to “follow the trend”, increase student enrolments, repurpose existing materials and/or address an international audience. The role of the teacher (also in the form of student moderators) centers on maintaining discussions on track. Evaluations of MOOC usually lack agreed indicators of success.
Padilla Rodríguez, B.C., Armellini, A. & Cáceres Villalba, V.C. (2016). Massive Open Online Courses (MOOCs) Behind the Scenes. In Proceedings of Global Learn-Global Conference on Learning and Technology (pp. 359-366). Limerick, Ireland: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2018 from https://www.learntechlib.org/primary/p/172746/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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Brenda Cecilia Padilla Rodriguez, Universidad Autónoma de Nuevo León, Mexico; Alejandro Armellini, University of Northampton, United Kingdom; Susana Leticia de la Garza Escamilla, Universidad Autónoma de Nuevo León, Mexico
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1641–1647
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