NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1082827
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-0158-7919
How MOOC Instructors View the Pedagogy and Purposes of Massive Open Online Courses
Evans, Suzannah; Myrick, Jessica Gall
Distance Education, v36 n3 p295-311 2015
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors' backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors' satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A