MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders

Autor/inn/en	León-Urrutia, Manuel; Cobos, Ruth; Dickens, Kate
Titel	MOOCs and Their Influence on Higher Education Institutions: Perspectives from the Insiders
Quelle	In: Journal of New Approaches in Educational Research, 7 (2018) 1, S.40-45 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (León-Urrutia, Manuel) ORCID (Cobos, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Online Courses; Large Group Instruction; Educational Technology; Technology Uses in Education; Higher Education; Human Resources; College Faculty; Interviews; Attitude Measures; Role; Technology Integration; Foreign Countries; Qualitative Research; Group Discussion; Program Effectiveness; Faculty Workload; Technological Literacy; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humankapital; Fakultät; Interviewing; Interviewtechnik; Rollen; Ausland; Qualitative Forschung; Gruppendiskussion; Technisches Wissen; Spanien; Großbritannien
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. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01