View Item 
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 8 (PCF8), 2016
        • View Item
        •   OAsis Home
        • 05. Conference Proceedings & Working Papers
        • Pan-Commonwealth Forum 8 (PCF8), 2016
        • View Item
        Help
        JavaScript is disabled for your browser. Some features of this site may not work without it.

        Browse

        All of OAsis
        Communities & CollectionsBy Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion
        This Collection
        By Issue DateAuthorsTitlesSubjectsDocument TypeSeriesRegion

        My Account

        Login

        Commonwealth of Learning COPYRIGHT © 2018 
        Contact Us | Send Feedback

        MOOCs as Provisions in Graduate Education for Future Professional Development

        Thumbnail
        View/Open
        PDF (150.6Kb)
        Date
        2016-11
        Abstract
        In this study, we report the experiences of embedding MOOCs in a graduate course on distance education at the University of Iceland - School of Education 2014 and 2016. Students evaluated MOOCs and their participation. The participants in 2014 were 17 and in 2016 23. They signed up for a MOOC of their own choice most for the first time. In the spring 2016 a phone survey was conducted with the 2014 participants (77% participation rate). In addition students from the 2016 cohort (57% participation rate) completed an online survey. Students were mostly positive, experience was described for example as fun, interesting, and a new way of learning. However, some mentioned that the courses they took were too easy for comfort, included “parrot learning”, that the learner environment lacked a personal contact and was non-comparable to f2f courses. Workload during the project varied and may have been too little for some students. About 81% felt that taking a MOOC had benefitted them: Directly in their work for review or learning something new; to experience that form of learning; ideas for future practice; some had already started using what they learnt, in their immediate practice. About 85% thought it likely they would sign up for MOOC courses in the future. About half of each group had signed up for at least one other MOOC. Many were interested in Icelandic MOOCs as students (70%), teachers (54%) or designers (36%). It worked well to embed MOOCs into a university course with opportunities for f2f meetings and requirement for group work in relation to the MOOC participation. There were indications that the experience opened doors or gave graduate students ideas in relation to their future or immediate teaching practice and professional development. More attention is needed to work load. Language is an issue and development of open online courses should be considered at the national or local level open to particular language groups that can include more relevant content for the participants. // Paper ID 308
        Author
        Jakobsdottir, Solveig
        Bjarnason, Grimur
        Gunnarsson, Kristinn H
        Kristofersdottir, Dora D

        Subject
        Massive Open Online Courses (MOOC)
        Higher Education
        URI
        http://hdl.handle.net/11599/2570
        Rights

        https://creativecommons.org/licenses/by-sa/4.0/
        Collections
        • Pan-Commonwealth Forum 8 (PCF8), 2016 [172]
        Metadata
        Show full item record

        Related Items

        Showing items related by title, author, creator and subject.

        • Thumbnail

          Supporting Professional Development Through MOOCs: the TESSA Experience 

          Stutchbury, Kris; Amos, Sandra; Chamberlain, Liz (Commonwealth of Learning (COL), 2019-09)
          Policy aspirations for education across sub - Saharan Africa are requiring teachers to change from being transmitters of knowledge to facilitators of learning. This means that teacher education needs to change as ...
        • Thumbnail

          “… by Seeking Help I Became Equipped, Skilled and Enlightened”: Ugandan Tutors’ Stories, Identities and Spaces for Professional Development in Teacher Colleges. 

          Buckler, Alison; Stutchbury, Kris; Kasule, George; Kaije, Doris; Cullen, Jane (Commonwealth of Learning (COL), 2019-09)
          The title of this paper is taken from a story written by Norah Nakitto, a tutor at Jinja Primary Teachers’ College (PTC) in Uganda. Like a majority of stories generated during a storytelling research project with Ugandan ...
        • Thumbnail

          How Directing Formal Students to Institutionally Delivered OER Supports their Success 

          Law, Patrina (Commonwealth of Learning (COL), 2019-09)
          The OpenLearn platform was launched in 2006 with the aim of delivering excerpts of the Open University’s (UK) (OU) curriculum as open educational resources (OER). Now reaching over 8.5m learners a year, the platform delivers ...
        • Thumbnail

          Old Wine in new Bottles? Exploring MOOCs 

          Kanwar, Asha (Commonwealth of Learning (COL), 2014-03-28)
          My topic today is ‘Old Wine in new Bottles? Exploring MOOCs’. Let us first look at the context of higher education today and review the different developments that have emerged over the years to respond to the challenges ...
        • Thumbnail

          MOOC Platforms: Future Learn 

          Beale, Russell (Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), 2014-09)
          Week 4: MOOC Platforms, module 3 of the MOOC on MOOC course offered by the Indian Institute of Technology Kanpur (IITK) & Commonwealth of Learning (COL), September 2014. This resource contains a video link as well as a ...

        Commonwealth of Learning COPYRIGHT © 2018 
        Contact Us | Send Feedback