research-article

Ask the Instructors: Motivations and Challenges of Teaching Massive Open Online Courses

Authors:

Pamela Wisniewski,

Mary Beth Rosson,

John M. CarrollAuthors Info & Claims

CSCW '16: Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing

Pages 206 - 221

https://doi.org/10.1145/2818048.2820082

Published: 27 February 2016 Publication History

Abstract

Massive Open Online Courses (MOOCs) have experienced rapid growth and attracted significant attention within aca-demia. However, despite widespread acceptance of MOOCs as a unique opportunity to transform educational practices, many questions remain regarding their sustainability, given the high dropout rates and challenges related to collabora-tive learning support [12]. Recent research has attempted to address these concerns by analyzing students' MOOC expe-riences and how MOOCs may fall short in meeting students' learning needs [41]. However, very little research has approached the problem from an instructor perspective. We report an interview study of 14 MOOC instructors in which we used grounded theory to uncover the complex processes, motivations, and challenges associated with teaching a MOOC. A key finding is that we should provide support through the whole instruction process. By enhancing sup-port for instructors and their MOOC collaborators, we may improve outcomes for all MOOC stakeholders, including students.

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Cited By

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https://doi.org/10.1080/0144929X.2024.2376201
Cantina JRegencia JPagara EMurro RRodriguez EPatay A(2023)FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITYSprin Journal of Arts, Humanities and Social Sciences10.55559/sjahss.v2i02.862:02(19-41)Online publication date: 13-Mar-2023
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Aydin MKaral H(2023)Investigation of instructors’ massive open online course experiences: Actions and outputsE-Learning and Digital Media10.1177/2042753023115617421:4(329-345)Online publication date: 15-Feb-2023
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cover image ACM Conferences

CSCW '16: Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing

February 2016

1866 pages

ISBN:9781450335928

DOI:10.1145/2818048

General Chairs:
Darren Gergle
Northwestern University
,
Meredith Ringel Morris
Microsoft Research
,
Program Chairs:
Pernille Bjørn
University of Copenhagen
,
Joseph Konstan
University of Minnesota

Copyright © 2016 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Association for Computing Machinery

New York, NY, United States

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Published: 27 February 2016

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Center for Online Innovation in Learning of PSU

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CSCW '16: Computer Supported Cooperative Work and Social Computing

February 27 - March 2, 2016

California, San Francisco, USA

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CSCW '16 Paper Acceptance Rate 142 of 571 submissions, 25%;

Overall Acceptance Rate 2,235 of 8,521 submissions, 26%

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Topali POrtega-Arranz AAsensio-Pérez JVillagrá-Sobrino SMartínez-Monés ADimitriadis Y(2024)e-FeeD4Mi: human-centred design of personalised and contextualised feedback in MOOCsBehaviour & Information Technology10.1080/0144929X.2024.2376201(1-18)Online publication date: 23-Jul-2024
https://doi.org/10.1080/0144929X.2024.2376201
Cantina JRegencia JPagara EMurro RRodriguez EPatay A(2023)FACULTY, STUDENTS, AND PARENTS SATISFACTION WITH FLEXIBLE LEARNING IMPLEMENTATION IN A STATE-FUNDED UNIVERSITYSprin Journal of Arts, Humanities and Social Sciences10.55559/sjahss.v2i02.862:02(19-41)Online publication date: 13-Mar-2023
https://doi.org/10.55559/sjahss.v2i02.86
Aydin MKaral H(2023)Investigation of instructors’ massive open online course experiences: Actions and outputsE-Learning and Digital Media10.1177/2042753023115617421:4(329-345)Online publication date: 15-Feb-2023
https://doi.org/10.1177/20427530231156174
Topali PChounta IMartínez‐Monés ADimitriadis Y(2023)Delving into instructor‐led feedback interventions informed by learning analytics in massive open online coursesJournal of Computer Assisted Learning10.1111/jcal.1279939:4(1039-1060)Online publication date: 6-Mar-2023
https://doi.org/10.1111/jcal.12799
Chen XWang FCheng GChow MXie H(2022)Understanding Learners’ Perception of MOOCs Based on Review Data Analysis Using Deep Learning and Sentiment AnalysisFuture Internet10.3390/fi1408021814:8(218)Online publication date: 25-Jul-2022
https://doi.org/10.3390/fi14080218
Bressler AQuintana RZint M(2022)Co-creation of a massive open online course: An exploration of the motives and motive fulfillment of a faculty member and student co-instructorsFrontiers in Education10.3389/feduc.2022.10100187Online publication date: 29-Sep-2022
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Ginting DWoods RTantri NRahayu PAsfihana R(2022)Portraying the Performance of Indonesian’s Massive Open Online Course FacilitatorsSage Open10.1177/2158244022111660112:3Online publication date: 10-Aug-2022
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