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MOOC makers: Professors’ experiences with developing and delivering MOOCs
Blackmon, Stephanie

PublishedSeptember 2018
JournalThe International Review of Research in Open and Distributed Learning
Volume 19, Issue 4, Pages 76-91
CountryUnited States, North America

ABSTRACT
Massive open online courses (MOOCs) have been described as purposeful educational resources for teaching, open educational initiatives, competency-based learning, and the like. They have also been described as an agent of higher education’s deterioration. Although MOOCs are often discussed in terms of their current and future usefulness, or lack thereof, in higher education contexts, very little data exists on professors’ experiences creating and teaching these courses. Therefore, I conducted a qualitative study, more specifically a phenomenography, to examine professors’ experiences with developing and teaching a MOOC. Data include their thoughts on why they decided to teach a MOOC and the benefits and challenges associated with making and teaching a MOOC.

Keywords distance education · MOOC · OER · online learning · online teaching · teaching

Published atAthabasca, AB
ISSN1492-3831
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.19173/irrodl.v19i4.3718
URLhttp://www.irrodl.org/index.php/irrodl/article/view/3718
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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