The Grounds for Higher Education Teachers to Engage in MOOC Development Projects
The Grounds for Higher Education Teachers to Engage in MOOC Development Projects
Author(s): Ulf OlssonSubject(s): Social Sciences, Education, Higher Education
Published by: European Distance and E-Learning Network
Keywords: Higher education; Open educational practises; Teachers; MOOCs; Open education; motives
Summary/Abstract: The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.
Journal: European Journal of Open, Distance and E-Learning (EURODL)
- Issue Year: 22/2019
- Issue No: 2
- Page Range: 145-156
- Page Count: 12
- Language: English