Is there an educator present?: Perspectives on curriculum as MOOC and new conditions for student-educator relations in a MOOC milieu

René Boyer Christiansen; Anne-Mette Nortvig; Lea Tilde Rosenlund

Is there an educator present? Perspectives on curriculum as MOOC and new conditions for student-educator relations in a MOOC milieu

Bidragets oversatte titel: Er der en underviser tilstede?: Perspektiver på indhold som mooc og nye vilkår for underviser-studerende forholdet i et mooc-miljø

René Boyer Christiansen, Anne-Mette Nortvig, Lea Tilde Rosenlund

Absalon - Forskningsprogram for Digital teknologi, læring og design

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

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Abstract

In recent years, MOOCs (Massive Open Online Courses) have become a player within the field of education. MOOC research is a fairly new field but within the last 2-3 years, it has developed rapidly (Liyanagunawardena et al. 2013, Bayne & Ross 2014). Much of this research has had an emphasis on learners and outcome as well as suitable business models. Research has shown that online learners are normally older students (Doyle 2009, Galy et al. 2011), and because most of them have jobs and family that take up a lot of their time, they are less likely to prioritize social activities (Kahu et al. 2013). Moreover, they see that the flexibility in online learning is vital (Park & Choi 2009), and they find it important that their former experiences are accepted and integrated in the new knowledge (Henderson, Noble & George-Walker 2009, Kahu et al. 2014, Toynton 2005). In the physical classroom the identity and visual appearance of the teacher plays a crucial role for the interactions between the participants (Kannen 2012) but although the human body in a MOOC is not always as visible the identity and the role of the teacher is as multifaceted and – maybe even more – complex than in the physical classroom (Ross et al. 2014). However, pedagogical and didactical discussions about MOOCs often tend to adapt a more technical approach about a certain MOOC platform and its affordances and constraints (Knox 2013) rather than focusing on content, production and learning. In 2015, there is only a limited amount of research occupied with a focus on what happens when academic staff finds themselves in a situation where are asked to re-construct themselves as MOOC educators (MOOC-utvalget 2013). Thus, the focus on MOOC educators (We use this term for teachers working in teacher education designing curriculum in a MOOC milieu) has yet to be further established as a field of interest in educational research (Bayne & Ross 2014).

Bidragets oversatte titel	Er der en underviser tilstede?: Perspektiver på indhold som mooc og nye vilkår for underviser-studerende forholdet i et mooc-miljø
Originalsprog	Engelsk
Publikationsdato	apr. 2015
Antal sider	3
Status	Udgivet - apr. 2015

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