The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

Ulf Olsson [], Stockholm University, SE-106 91 Stockholm [], Sweden


The conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

Abstract in Swedish

Det är stor skillnad för lärare inom högre utbildning att undervisa i öppna nätbaserade kurser jämfört med traditionella föreläsningar och klassrumsundervisning. Denna studie undersöker motiven för 20 lärare vid svenska universitet att engagera sig i projekt för att utveckla och undervisa i Massive Open Online Courses (MOOCs). Sex kategorier identifierades: Nyfikenhet; meriterande; utvecklande för deras undervisning; Flexibilitet; möjlighet att sprida egna forskningsresultat; och utöka deras professionella nätverk. Lärarna motiverade sitt arbete med att det var ett sätt att stärka sina forskningsmeriter genom en begränsad undervisningsinsats och att kunna sprida sina forskningsresultat och stärka sina respektive nätverk.

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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, MOOCs, ICT, information and communication technology, collaborative learning, internet, learning management system, LMS, interaction,

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