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<p>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.</p>
</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.

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

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"The Grounds for Higher Education Teachers to Engage in MOOC Development Projects"}

The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online...

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

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 145 - 156

DOI: https://doi.org/10.2478/eurodl-2019-0016

Schlüsselwörter
Higher education, Open educational practises, Teachers, MOOCs, Open education, motives

© 2019 Ulf Olsson, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

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

Online veröffentlicht: 24. Jan. 2020

Seitenbereich: 145 - 156

DOI: https://doi.org/10.2478/eurodl-2019-0016

SchlüsselwörterHigher education, Open educational practises, Teachers, MOOCs, Open education, motives

© 2019 Ulf Olsson, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Schlüsselwörter
Higher education, Open educational practises, Teachers, MOOCs, Open education, motives