1. bookVolume 22 (2019): Issue 2 (December 2019)
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
access type Open Access

The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

Published Online: 24 Jan 2020
Volume & Issue: Volume 22 (2019) - Issue 2 (December 2019)
Page range: 145 - 156
Journal Details
License
Format
Journal
eISSN
1027-5207
First Published
11 Dec 2014
Publication timeframe
2 times per year
Languages
English
Abstract

The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

Keywords

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