The Emergent Role of the MOOC Instructor: A Qualitative Study of Trends Toward Improving Future Practice ARTICLE
Sarah Haavind, Pepperdine University, United States ; Cynthia Sistek-Chandler, National University, United States
International Journal on E-Learning Volume 14, Number 3, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Massive Open Online Courses (MOOCs) differ from other teaching environments in both the potentially “massive” number of participants and the “open” aspect of teaching in a public forum. Early MOOC instructors have of necessity worn many hats: subject matter expert, facilitator, researcher, producer, director, and curator. These evolving and interwoven responsibilities, and questions about how the role of MOOC instructor is currently being performed, were the catalysts for this investigation. Eight MOOC instructors were interviewed for this study. Each shared perceptions of the instructional assets required for success in a MOOC. Using a case study approach and qualitative interview methodology, this study chronicles current practice with an eye toward emergent, effective practice. Whether a collaborative, connectivist cMOOC style or video-lecture-based xMOOC style, or something in between, the role of the instructor is largely pedagogical—oriented toward planning and preparing the MOOC experience. As a result, real-time, engagement from MOOC instructors during a course likely has little effect on most participants.
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), 331-350. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 17, 2018 from https://www.learntechlib.org/primary/p/150663/.
© 2015 Association for the Advancement of Computing in Education (AACE)
- Bali, M. (2014). MOOC pedagogy: Gleaning good practice from existing MOOCs. MERLOT Journal of Online Learning and Teaching, 10(1), 44-56. Retrieved from http://jolt.merlot.org/vol10no1/bali_0314.pdf
- Bonk, C.J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading, reflecting, displaying, and doing. San Francisco, CA: Jossey-Bass.
- Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35(1), 22-30.
- Clark, D. (2013). Taxonomy of eight types of MOOCs. Donald Clark Plan B Blog. Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-typesof-mooc.html
- Collison, G., Elbaum, B., Haavind, S., & Tinker, R. (2000). Facilitating online learning: strategies for moderators. Madison: Atwood.
- Conole, G. (2013). Current thinking on the 7Cs of Learning Design. Retrieved from http://e4innovation.com
- Cormier, D., & Siemens, G. (2010). Through the open door: Open courses as research, learning, and engagement. Educause. 45(4), 30-39. Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume45/Throught DASHDASH
- Davidson, C. (2013). What was the first MOOC? A Look at MOOCs, HASTAC. Retrieved from http://www.hastac.org/blogs/cathy-davidson/2013/09/27/what-was-first-mooc Devlin, K. (2014, January). Matthink, mooc, v4, part 9. MOOCTalk. Retrieved from http://mooctalk.org/2014/01/02/maththink-mooc-v4-part-9/
- Downes, S. (2005, December 22). An introduction to connective knowledge. [Weblog posting]. Retrieved from http://www.downes.ca/cgi-bin/page.cgi?post=33034 FutureLearn. (2014). About-FutureLearn. Retrieved from https://www.futurelearn.com/
- Harasim, L. (1993). Global networks: Computers and communication. Cambridge: MIT Press.
- Hew, K.F. & Cheung, W.S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges, Educational Research Review, Volume 12, pp. 45-58. Elsevier.
- Hiltz, S.R., & Goldman, R. (2005). Learning together online: Research on online learning networks. Mahwah, NJ: Lawrence Erlbaum Associates.
- Hollands, F.M., & Tirthali, D. (2014, May). MOOCs: expectations and reality. Full Report. Center for Cost Studies of Education, Teachers College, Columbia University, N.Y. Retrieved from http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf
- Jashik, S. (2013, February 4). MOOC Mess. Inside Higher Ed. [Weblog comment]. Retrieved from https://www.insidehighered.com/news/2013/02/04/coursera-forced-callmooc-amid-complaints-about-course
- Kolowich, S. (2013, March 18). The professors who make the MOOCs. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/
- Liu, X., Bonk, C.J., Magjuka, R.J., Lee, S.H., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29-48.
- Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
- Moessinger, S. (2013, September 13). MOOC around the world series, part 6 moocish online educational resources. MOOC News and Reviews [Blog post] Retrieved from http://moocnewsandreviews.com/mooc-around-the-world-part-6-moocish-online-edresources/#ixzzBjIN6mXj
- Nawrot, I., & Doucet, A. (2014). Building engagement for MOOC students: introducing support for time management on online learning platforms. WWW Companion ‘14 Proceedings of the companion publication of the 23rd international conference on WorldWide Web companion, 1077-1082.
- Perotta, C. (2014). The digitation of knowledge produces hybrids: politics and identities in MOOCs. Paper presented at the Networked Learning Conference 2014, Edinburgh, Scotland, 9th, April 2014.
- Reeves, T.C., & Hedberg, J.G. (2014). MOOCs: Let’s get REAL. Educational Technology, Vol. 54, No.1, 2014, 3-6.
- Rohfeld, R.W., & Hiemstra, R. (1995). Moderating discussions in the electronic classroom. In Z. Berge and M. Collins (Eds.), Computer Mediated Communication and the Online Classroom Volume 3: Distance Learning (91-104). Cresskill NJ: Hampton Press.
- Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher experiences and academic identity: The missing components of MOOC pedagogy. MERLOT Journal of Online Learning and Teaching, 10(1), 56-68. Retrieved from http://jolt.merlot.org/vol10no1/ross_0314.pdf
- Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283.
- Siemens, G. (2005, August 10). Connectivism: Learning as network creation. E-Learning Space.org website. Retrieved from http://www.elearnspace.org/Articles/networks.htm
- Siemens, G. (2013, October 12). MOOCs: Where next? Keynote presentation at eLearn 2013 Preconference symposium on MOOCs and Open Education around the World, Las Vegas, NV.
- Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Sage.
- Stake, R.E. (2008). Qualitative case studies. In N.K. Denzin, & Lincoln, Y.S. (Eds.), Strategies of Qualitative Inquiry (pp. 119-149). Los Angeles: Sage.
- Swan, K., Day, S., Bogle, L., & Van Prooyen, T. (2014). AMP: A tool for characterizing the pedagogical approaches of MOOCs. E-Mentor, 2(54), 75-85.
- Tomkin, J.H., & Charlevoix, D. (2014, March). Do professors matter? Using an a/b test to evaluate the impact of instructor involvement on MOOC student outcomes. In L@S ‘14: Proceedings of the first Association of Computer Machining conference on Learning@ scale, (pp. 71-78). ACM, New York, NY, US.
- Wilkowski, J., Russell, D.M., & Deutsch, A. (2014, March). Self-evaluation in advanced power searching and mapping with google MOOCs. L@S ‘14: Proceedings of the first Association of Computer Machining conference on Learning@ scale (pp. 109116).
- Zhang, Y. (2013). Benefiting from MOOC. In Jan Herrington et al. (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2013 (pp. 1372-1377). Chesapeake, VA: AACE.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.