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Higher education lecturers’ lived experience of going public in MOOCs
Olsson, Ulf

PublishedSeptember 2017
JournalOpen Praxis
Volume 9, Issue 3, Pages 287–297
CountrySweden, Europe

ABSTRACT
Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and made public for thousands of course participants to view. This study investigates, via semi-structured interviews, how 20 lecturers of 10 MOOCs at six Swedish Universities have experienced this. All have joined the projects voluntarily, but a few have done so with some ambivalence. For them, standing in front of the camera, publishing material and, to some extent, losing control of the course content was scary at the beginning of the projects. Overall, the lecturers overcame this and thought that it was a good opportunity to reach many students, as well as a way to keep up with the changing requirements for teaching in higher education.

Keywords higher education · MOOCs · open education · open teaching · openness

ISSN2304-070X
Other number3
RefereedYes
Rightsby/4.0
DOI10.5944/openpraxis.9.3.589
URLhttp://openpraxis.org/index.php/OpenPraxis/article/view/589
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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