Impact of MOOCs and Future Trends

From Digital Culture & Society

Revision as of 14:41, 30 November 2023 (edit) Er19az (Talk | contribs) (New page: ===The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice===) ← Previous diff		Revision as of 14:43, 30 November 2023 (edit) (undo) Er19az (Talk | contribs) Next diff →
Line 1:		Line 1:
	===The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice===		===The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice===
		+
		+	'''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 if 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 comes to the conclusion 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.

---

Revision as of 14:43, 30 November 2023

The emergent role of the MOOC instructor: a qualitative study of trends toward improving future practice

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 if 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 comes to the conclusion 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.