MOOCs and their influence on higher education institutions: Perspectives from the insiders
Entity
UAM. Departamento de Ingeniería InformáticaPublisher
Universidad de Alicante. Education Technologias de la Información y la Comunicación (UA-EDUTIC)Date
2018-01-01Citation
10.7821/naer.2018.1.252
Journal of New Approaches in Educational Research 7.1 (2018): 40-45
ISSN
2254-7339DOI
10.7821/naer.2018.1.252Funded by
Work partially funded by the Madrid Regional Government from grant no. S2013/ICE-2715, the Spanish Ministry of Economy and Competitiveness project Flexor (TIN2014-52129-R)Project
Comunidad de Madrid. S2013/ICE-2715; Gobierno de España. TIN2014-52129-REditor's Version
http://doi.org/10.7821/naer.2018.1.252Subjects
Computer uses in education; Digitization; Educational policies; Teaching method innovations; Universities; InformáticaRights
© NAER Journal of New Approaches in Educational Research 2018Esta obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional.
Abstract
Since Massive Open Online Courses (MOOCs) became a global phenomenon in 2012, there has been constant evolution in the way Higher Education Institutions (HEIs) make sense of them. HEIs embracing MOOCs have dedicated a variety of human resource to this venture. Only in a minority of cases, staff have been appointed exclusively to this role. In all other cases, MOOC related tasks have been allocated to professionals who were already performing other educational tasks. This article contains a study that captures the experiences of these professionals in a Spanish university and a British university, as relates to their involvement in MOOCs. Interviews and group sessions were conducted to ascertain the influence of MOOCs in their practice, and in their opinions about the role of MOOCs in their institutions. The results seem to suggest that participants have positive attitudes towards incorporating MOOCs at the university, although they demand a serious bet for this educational approach from the strategic decision makers in the institutions.
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Google Scholar:León-Urrutia, Manuel
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Cobos Pérez, Ruth
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Dickens, Kate
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