MOOCs and their influence on higher education institutions: Perspectives from the insiders
MOOCs and their influence on higher education institutions: Perspectives from the insiders
Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions.
Computer uses in education, Digitization, Educational policies, Teaching method innovations, Universities
40-45
León-Urrutia, Manuel
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Cobos, Ruth
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Dickens, Kate
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León-Urrutia, Manuel
4c9d6ced-5e35-4f09-827b-c2e4c702df3c
Cobos, Ruth
1e88b8a4-ef1b-4716-ad48-fb776a7b2eba
Dickens, Kate
adfb4b5e-d331-40d4-9b34-2a17430bd3f0
León-Urrutia, Manuel, Cobos, Ruth and Dickens, Kate
(2018)
MOOCs and their influence on higher education institutions: Perspectives from the insiders.
Journal of New Approaches in Educational Research, 7 (1), .
(doi:10.7821/naer.2018.1.252).
Abstract
Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions.
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252-1661-1-PB
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Accepted/In Press date: 18 September 2017
e-pub ahead of print date: 15 January 2018
Keywords:
Computer uses in education, Digitization, Educational policies, Teaching method innovations, Universities
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Local EPrints ID: 417750
URI: http://eprints.soton.ac.uk/id/eprint/417750
PURE UUID: 1c746400-db8e-447a-8d05-36dbebd544f6
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Date deposited: 13 Feb 2018 17:30
Last modified: 15 Mar 2024 18:18
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Author:
Ruth Cobos
Author:
Kate Dickens
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