Literaturnachweis - Detailanzeige
Autor/inn/en | Lin, Jingjing; Cantoni, Lorenzo |
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Titel | Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs |
Quelle | In: International Review of Research in Open and Distributed Learning, 19 (2018) 1, S.1-4 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1492-3831 |
Schlagwörter | Online Courses; Large Group Instruction; Tourism; Hospitality Occupations; Innovation; Educational Technology; Technology Uses in Education; Higher Education; Learning Theories; Social Networks; College Faculty; Technology Integration; Teacher Attitudes; Semi Structured Interviews; Program Development; Program Implementation; Program Evaluation Online course; Online-Kurs; Tourismus; Gastgewerbegehilfe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning theory; Lerntheorie; Social network; Soziales Netzwerk; Fakultät; Lehrerverhalten; Programmplanung; Programme evaluation; Programmevaluation |
Abstract | As the popularity of Massive Open Online Courses (MOOCs) continues to grow, studies are emerging to investigate various topics in this area. Most have focused on the learners' perspective, leaving a gap in the literature about MOOC instructors. The current research--conducted in the field of tourism and hospitality--explored early experiences of MOOC instructors as they progressed through three stages of the innovation-decision process: decision, implementation, and confirmation. The tourism and hospitality field was chosen because its related industries contribute significantly to global employment, and training is one of their critical success factors. MOOCs possess a good potential to benefit tourism and hospitality education, yet tourism and hospitality MOOCs are under-researched. Semi-structured interviews were conducted with six instructors who offered tourism and hospitality MOOCs between 2008 and 2015. Findings revealed that: (1) the instructors' decisions to offer MOOCs were mostly influenced by their institutes' interests in MOOCs; (2) when the instructors implemented MOOCs, a pattern of action emerged, which included six phases and one cross-phase element--prepare, design, develop, launch, deliver, and evaluate--and across phases--support and train; (3) most instructors chose to avoid risk in their adoption and implementation of the MOOCs, staying away from innovative teaching or learning activities such as peer-review assessments and collaborative activities; and (4) half of the instructors intended to repeat the experience of teaching in the MOOCs format in the future. (As Provided). |
Anmerkungen | Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |