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Designing an Effective Massive Open Online Course for Educators: Evidence from Student Experience
PROCEEDING

, , Bowling Green State University, United States

Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In the past decade, institutions of higher education, as well as professional development providers, have been exploring the phenomenon of MOOC’s (Massive Open Online Courses). Because of the exponential growth of information, and the mass availability of digital communication tools that can easily share text, image, video and interactive materials, the opportunity to design educational interfaces that would allow thousands of students to access and learn the material provided has been alluring. While many have dismissed the promise of MOOC’s, viewing them as a fad, others have claimed that well-designed open courses could be the pathway for low-cost, high quality education for the masses. This study examines feedback from those opting to take a MOOC-style course for educators and provides evidence of best practices for course design and delivery.

Citation

Banister, S. & Reinhart, R. (2017). Designing an Effective Massive Open Online Course for Educators: Evidence from Student Experience. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 122-126). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 24, 2019 from .

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