Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities

Autor/inn/en	Cabrera, Nati; Fernández-Ferrer, Maite
Titel	Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities
Quelle	In: International Review of Research in Open and Distributed Learning, 18 (2017) 2, S.47-67 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Comparative Analysis; Traditional Schools; Open Universities; Technology Uses in Education; Teacher Role; Distance Education; Teacher Certification; Questionnaires; Qualitative Research; Foreign Countries; Teacher Attitudes; College Faculty; Spain (Barcelona) + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Traditioneller Unterricht; Offene Universität; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerrolle; Distance study; Distance learning; Fernunterricht; Fragebogen; Qualitative Forschung; Ausland; Lehrerverhalten; Fakultät
Abstract	The proliferation of Massive Open Online Courses (MOOCs) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers question if this kind of open courses really respects some of the consolidated principles behind the education offered at universities. In light of this situation, consulting the teachers most closely tied to this type of course can provide an authoritative view of the issue and can allow the most important elements to be highlighted in order to carry out further research. Using a qualitative methodology based on an open questionnaire, this work presents the opinions and perceptions of teachers/lecturers in educational technology regarding these new courses key elements. These key elements are analysed through analysing its controversial definition, their pedagogical advantages and limitations, the functions of a tutor in a MOOC and their assessment (or accreditation). In addition, a comparison is made between the contributions of teachers from a traditional university with a face-to-face model and those from a distance university, which is based entirely on a virtual training offer and which has a greater possibility of coming into direct competition with these Massive Open Online Courses. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01