教师大规模网络公开课体验调查:行动与产出

Q1 Social Sciences

E-Learning Pub Date : 2023-02-15 DOI:10.1177/20427530231156174

Muharrem Aydin, H. Karal

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引用次数: 0

摘要

教师是大规模开放在线课程（MOOC）开发的最重要组成部分，因为许多MOOC都是由教师开发并免费提供的。在这项研究中，我们考察了MOOC实施过程中分享和课程设计行动的好处。本研究采用了定性研究设计，即案例研究。采访了12名在土耳其阿塔德米克斯开设慕课的教师，以了解他们在开发和教授慕课时的收获。通过半结构化访谈获得的数据进行了内容分析，并以归纳的方式揭示了指导的收获。根据研究结果，教师在面对面教学中取得了专业发展，并取得了新的学术成果，如材料共享倾向、满意度、认可度、自信心和有效性。因此，可以说慕课在专业和学术上为教师做出了贡献。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Investigation of instructors’ massive open online course experiences: Actions and outputs

Instructors are the most important component for the development of a Massive Open Online Courses (MOOCs) because of many MOOCs have been developed by instructors and offered free of charge. In this study we examine the benefits of sharing and course design actions during the enforcement of a MOOC. In this study a qualitative research design, case study, was used. Interviews were made with 12 instructors who have offered MOOC on AtademiX in Turkey to understand their gains while developing and teaching MOOCs. The data obtained through semi-structured interviews were subjected to content analysis and the gains of instructos were revealed in an inductive manner. According to the results of the research, instructors have made professional development and achieved new academic outcomes such as tendency of material sharing, satisfaction, recognition, self-confidence, and effectiveness in face-to-face lessons. As a result, it can be said that MOOC contributes professionally and academically to instructors.

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.