Abstract:

Massive Open Online Courses (MOOCs) have been used by an increasing number of universities in recent years as a viable method of disseminating knowledge at scale, and at minimal cost (Gore, 2014; Hyman, 2012; Langen & Bosch 2013; Sinclair, Boyatt, Rocks, et al. 2015). As such, there has been much written with regards to their ‘disruptive’ potential on the higher education sector and the opportunities they afford (Bayne & Ross 2014; Yuan & Powell 2013; Daniel 2012). However, whilst MOOCs typically attract learners who have already graduated from university, there is a growing trend to develop courses that target other audiences – specifically the 16-19 year-old demographic, many of whom often feel underprepared for university study (Gourlay, 2009; SecEd 2015).

Here, the authors present the evaluation and reflections of the delivery of a 3-week MOOC aimed at enhancing the subject knowledge of 16-19 year-old students studying Physiology, which has run three times since 2017. We will present the context of the MOOC (and our collaborative partnership with The Physiological Society), quantitative and qualitative data garnered from the course delivery, our own reflections of the process adopted for development and delivery, and subsequent thoughts for what we do next. This presentation will be of interest to those considering alternative methods to support and enhance ‘traditional’ course delivery, supporting the student transition to university study, and the challenges faced when developing wholly online courses to be delivered on an international stage.

References:
[1] Bayne, S. & Ross, J. (2014). The pedagogy of the Massive Open Online Course: the UK view, Available at: https://www.heacademy.ac.uk/system/files/hea_edinburgh_mooc_web_240314_1.pdf. [Retrieved 18 November 2019].
[2] Daniel, J. (2012). Making Sense of MOOCs: Musings in a Maze of Myth, Paradox and Possibility. Journal of Interactive Media in Education, 2012(3), p.Art.18. doi: 10.5334/2012-18.
[3] Gore, H. (2014). Massive Open Online Courses (MOOCs) and their impact on academic library services: Exploring the issues and challenges. New Review of Academic Librarianship, 20(1), pp. 4–28. doi:10.1080/13614533.2013.851609.
[4] Gourlay, L. (2009). Threshold Practices: Becoming a Student Through Academic Literacies. London Review of Education, 7(2), pp.181–192. doi: 10.1080/14748460903003626
[5] Hyman, P. (2012). In the year of disruptive education. Communications of the ACM, 55(12), pp. 20–23. doi:10.1145/2380656.2380664
[6] Langen, F., & Bosch, H. (2013). Massive open online courses: Disruptive innovations or disturbing inventions? Open Learning: The Journal of Open, Distance and e-Learning, 28(3), pp. 216–226. doi: 10.1080/02680513.2013.870882
[7] SecEd (2015). MOOCs aim to help students prepare for university-level study. Available at: http://www.sec-ed.co.uk/news/moocs-aim-to-help-students-prepare-for-university-level-study [Accessed 18 November 2019].
[8] Sinclair, J., Boyatt, R., Rocks, C. & Joy., M. (2015). Massive open online courses: a review of usage and evaluation. International Journal of Learning Technology, 10(1), pp.71–93. doi: 10.1504/IJLT.2015.069450
[9] Yuan, L. & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. Available at: http://publications.cetis.ac.uk/2013/667. [Retrieved 18 November 2019].

Keywords:

MOOCs, physiology, student transition, staff-student partnership, higher education, case study.