Abstract:

Discussing MOOCs’ creation by Greek Universities is still in a theoretical phase not having yet put into practice. On the other hand, the first experiment at creating Greek MOOCs by the University of Crete Press, called Mathesis, has gone beyond its pivotal phase and hence we can now draw some well-grounded conclusions.

In this paper we are presenting some research done in the last two years into the entire courses of this platform based on students’ answers to input and output questionnaires on each particular course. We draw conclusions as to attendees’ profile at the first Greek MOOCs but also as to the profile of those who did not complete the course, comparing the two distinct groups. Among other things, we look into such issues as the amount of satisfaction students obtained by teaching support as well as the support in other areas in general, but first and foremost by user-friendliness of course technology.

Our whole research has been conducted in the prism of such courses’ utilization in SE Teacher Training and for this reason we are going to put emphasis on researching Mathesis courses suitability concerning Teacher Training on issues related to teachers’ specialization. Finally, we will elaborate on the topic of using four Mathesis courses material in corresponding traditional university courses as a form of flipped classroom.

By contributing to relevant discussion we aim at inferring the appropriate conclusions so that the necessary tools can be suggested regarding the creation of the first Greek University MOOCs.

Keywords:

MOOCs, Μathesis, teacher training, flipped classroom.