About this paper

Appears in:
Pages: 5751-5756
Publication year: 2014
ISBN: 978-84-617-2484-0
ISSN: 2340-1095

Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain

MOOC LEARNING: CHALLENGES AND OPPORTUNITIES OF USING TEAM TEACHING

M. Ramirez1, N. Rivera1, A. Garcia2

1Tecnologico de Monterrey (MEXICO)
2Benemérita y Centenaria Escuela Normal de Jalisco (MEXICO)
Massive Open Online Courses (MOOC) appear as a new type of distance learning environment; these are free online courses for which there is no other entrance requirement than internet access and interest, there are no timetables or formal accreditation. However, within MOOC courses certain problems or challenges can arise that relate to their main characteristics: the large number of participants, the openness of the system and low participation of all students. Facilitating the learning processes in massive remote environments represents an opportunity to contribute with the learners’ selfmanagemet capabilities development. This study took place in a MOOC that promoted educational innovation with open resources, where 20,400 from 52 different countries registered, and a team of two professors, two tutors and 800 volunteering Teaching Assistants (TA) was formed. The investigation was based on the question: What challenges are faced when forming learning facilitators’ teams, and what are the opportunities for successfully conforming them as a Teaching Team in MOOC experiences? We adopted a case study approach with a nonrandom atypical sample, based on meta-inferences and the stratification of 200 TA. For data analysis, grounded theory was used, collecting information on the natural context of the MOOC and making a continuous comparison of the data. To validate the results triangulation data was carried out, comparing information from different instruments. Six instruments were used for data collection: a diagnosis, an initial survey, self-assessments on the topics of production and mobilization, a weekly work survey for facilitators, and a final teaching experience survey. These instruments addressed three categories: the construction of learning, Team Teaching training, and the learning facilitation process. The main findings show several challenges regarding the course information, activities and organization, the use of technology and the platform management. Regarding the Team Teaching training experiences in MOOC, we found that it involves an understanding of the instructional design of the course, working with communication strategies and training that addresses the technological area.
@InProceedings{RAMIREZ2014MOO,
author = {Ramirez, M. and Rivera, N. and Garcia, A.},
title = {MOOC LEARNING: CHALLENGES AND OPPORTUNITIES OF USING TEAM TEACHING},
series = {7th International Conference of Education, Research and Innovation},
booktitle = {ICERI2014 Proceedings},
isbn = {978-84-617-2484-0},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {17-19 November, 2014},
year = {2014},
pages = {5751-5756}}
TY - CONF
AU - M. Ramirez AU - N. Rivera AU - A. Garcia
TI - MOOC LEARNING: CHALLENGES AND OPPORTUNITIES OF USING TEAM TEACHING
SN - 978-84-617-2484-0/2340-1095
PY - 2014
Y1 - 17-19 November, 2014
CI - Seville, Spain
JO - 7th International Conference of Education, Research and Innovation
JA - ICERI2014 Proceedings
SP - 5751
EP - 5756
ER -
M. Ramirez, N. Rivera, A. Garcia (2014) MOOC LEARNING: CHALLENGES AND OPPORTUNITIES OF USING TEAM TEACHING, ICERI2014 Proceedings, pp. 5751-5756.
User:
Pass: