The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice
From Digital Culture & Society
Haavind, S., & Sistek-Chandler, C. (2015). The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice. International Journal on E-Learning, 14(3), 331-. [1]
Contents |
[edit] Context
In the early phases of Massive Open Online Courses (MOOCs), teachers take on a variety of tasks; these include producer, director, facilitator, subject matter expert, curator, and researcher. These positions are examined in this article. It draws attention to the unique qualities of MOOCs, such as the capacity for a large number of participants and the open format of instruction in a public setting. The investigation explores whether MOOC teachers adopt a "star" persona and garner a celebrity fan base. Eight teachers were interviewed for the study in May and June of 2014. The paper concludes that the instructor's role is diminished in both collaborative, community-focused "cMOOC" and more content-broadcast, lecture-focused "xMOOC" pedagogies. During the live MOOC, peer interaction, automated grading, and teaching assistant involvement take center stage, making professors appear less prominent than other participants.
[edit] Overview
The Article introduces MOOCs and provides how they relate to online learning as we are evolving from paper assignments to radio, television, and now, online technologies. The article then raises questions about whether MOOCs, as large, as open online courses, require adjustments and revisions to teaching practices for optimal learning at scale. It examines early MOOC research and explores the experiences of eight MOOC instructors to assess the current state of effective teaching at scale in this emerging field. Within MOOCs and online learning, the article discusses the evolution of interactivity in online education over the past two decades, emphasizing practices such as text-based forum discussions, facilitation techniques, and the design of engaging learning challenges. It highlights pedagogical concepts like social knowledge construction and connectivism, which have contributed to a shift in learning control from subject matter experts to collaborative knowledge creation among students. The text introduces MOOCs as a natural extension of distance learning, tracing their development from paper assignments to radio and television programming, and now, online technologies. It raises a crucial question about whether the massive and open nature of MOOCs requires adjustments to teaching practices for effective learning at scale. The article aims to explore this question by examining early MOOC research and investigating the experiences of eight MOOC instructors to assess the current state of effective teaching in this emerging field. The article explores the role of the instructor in a MOOC from early MOOCs to variations and classifications of MOOCS. This article provides two different tables for their methodology. One is the interview protocol and the second is MOOC interviewees and MOOC type classifications. The article analyzes the instructor's role by analyzing future issues and trends and the best practices in MOOCs while ending on the best practices in MOOCS.
[edit] Research Design and Hypothesis
This qualitative research aimed to understand the key attributes that contribute to the success of Massive Open Online Course (MOOC) instructors. Informational interviews were conducted with MOOC instructors referred by colleagues, representing diverse subject areas and geographical locations. Despite an initial outreach to over 25 potential instructors, the study concluded with insights from eight participants (seven males and one female). An interview protocol, consisting of eight carefully formulated questions, and guided discussions to gather perceptions of the instructional assets necessary for a MOOC instructor to be effective. The interviews, conducted via Skype, phone, or email, lasted over one hour each, with some followed up by clarifying questions. The chosen method of the interview was based on the preferences of the interviewees. These questions include: What compelled you to teach a MOOC? When and where was it offered, how many students enrolled, what was the name of the MOOC class, and what was the timeframe? How long have you been teaching online? What characteristics do you feel made you an effective MOOC instructor? What activities were included in your role as instructor? How would you characterize the interactions you had with the students in your MOOC? How many hours were you/other instructors spending online each week? If you have an opportunity to teach a MOOC again, what might you do differently?
[edit] Strengths and weaknesses
This study excels in exploring the factors contributing to MOOC teachers' success. By thoroughly investigating key elements, it aims to provide a comprehensive understanding of educators' experiences and perspectives. The inclusion of MOOC instructors from diverse areas enhances the applicability and generalizability of the findings, emphasizing the importance of diverse representation. In this study, a qualitative approach is crucial since the research's qualitative character enables a more nuanced understanding of instructors' experiences, attitudes, and views while also offering a broader perspective. The interview methodology, which consists of eight well-crafted questions, is another strong point of this study. It guarantees a methodical and thorough approach to data collection. Among the study's weaknesses is the small sample size, which may limit the generalizability of the conclusions and ignore possible differences in experiences among a broader and more diverse group of teachers. The study's conclusion is based on the insights of only eight participants. There is a limited scope of questions because there are only eight in the interview process. This could limit the amount of information that is acquired, especially if some important components of MOOC training are not covered. The study's reliance on self-reported data from instructors may bring subjectivity and bias, as people may describe their experiences favourably or have different ideas about what efficacy is. This is another limitation of the research. There is no exploration of student viewpoints because the focus of this study is only on teacher perspectives. This leads to the omission of important student perspectives, which may offer a more thorough knowledge of MOOC dynamics. Additionally, there is no comparative analysis, which could provide more light on the distinctive features of MOOC training. This study does not compare any MOOCs to one another or traditional teaching techniques. In conclusion, the study offers insightful qualitative information about the viewpoints of MOOC instructors, but it is important to take into account some of its shortcomings, especially the small sample size and possible biases in participant selection and self-reported data.
[edit] Assessment
The article is valuable because it explores the unique characteristics of massive online courses and looks at the many roles that teachers played in the early MOOCs. It investigates whether MOOC teachers take on a "star" character through interviews with eight instructors and comes to the conclusion that both collaborative and content-broadcast pedagogies diminish their importance. The study's strengths include a thorough investigation of MOOC instructors' experiences and a qualitative methodology; nevertheless, drawbacks include a small sample size, possible biases, and a restricted range of topics as well as providing details on future trends. The Article offers insightful information about MOOC dynamics and raises important questions about large-scale, successful online learning.
Er19az 17:22, 7 December 2023 (UTC)
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