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Higher Education Lecturers’ Lived Experience of Going Public in MOOCs
Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
2017 (English)In: Open Praxis, ISSN 1369-9997, E-ISSN 2304-070X, Vol. 9, no 3, 287-297 p.Article in journal (Refereed) Published
Abstract [en]

Academics in higher education are used to having their research publications reviewed and openly scrutinized. Teaching in higher education has traditionally been an individual academic’s activity that has taken place in a closed classroom. However, the introduction of open education, particularly massive open online courses (MOOCs) has challenged this. In MOOCs, lectures are recorded and made public for thousands of course participants to view. This study investigates, via semi-structured interviews, how 20 lecturers of 10 MOOCs at six Swedish Universities have experienced this. All have joined the projects voluntarily, but a few have done so with some ambivalence. For them, standing in front of the camera, publishing material and, to some extent, losing control of the course content was scary at the beginning of the projects. Overall, the lecturers overcame this and thought that it was a good opportunity to reach many students, as well as a way to keep up with the changing requirements for teaching in higher education.

Place, publisher, year, edition, pages
2017. Vol. 9, no 3, 287-297 p.
Keyword [en]
MOOCs, Open education, Open Teaching, Openness, Higher Education
National Category
Human Aspects of ICT
Research subject
Information Society
Identifiers
URN: urn:nbn:se:su:diva-150354DOI: 10.5944/openpraxis.9.3.589ISI: 000417367700003OAI: oai:DiVA.org:su-150354DiVA: diva2:1167138
Available from: 2017-12-18 Created: 2017-12-18 Last updated: 2018-01-08Bibliographically approved

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