Home > Research > Publications & Outputs > A phenomenographic analysis of the variation of...

Research

Associated organisational unit

Links

Keywords

View graph of relations

A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs

Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review

Published

Standard

A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs. / Wang, Xiaoxia; Sime, Julie-Ann.
2022. 13-13 Abstract from SIG9 Phenomenography and Variation Theory, Stockholm, Sweden.

Research output: Contribution to conference - Without ISBN/ISSN › Abstract › peer-review

Harvard

Wang, X & Sime, J-A 2022, 'A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs', SIG9 Phenomenography and Variation Theory, Stockholm, Sweden, 24/08/22 - 26/08/22 pp. 13-13. <https://www.su.se/polopoly_fs/1.619064.1656861410!/menu/standard/file/Book%20of%20Abstracts%20SIG9%202022.pdf>

APA

Wang, X., & Sime, J.-A. (2022). A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs. 13-13. Abstract from SIG9 Phenomenography and Variation Theory, Stockholm, Sweden. https://www.su.se/polopoly_fs/1.619064.1656861410!/menu/standard/file/Book%20of%20Abstracts%20SIG9%202022.pdf

Vancouver

Wang X, Sime JA. A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs. 2022. Abstract from SIG9 Phenomenography and Variation Theory, Stockholm, Sweden.

Author

Wang, Xiaoxia ; Sime, Julie-Ann. / A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs. Abstract from SIG9 Phenomenography and Variation Theory, Stockholm, Sweden.1 p.

Bibtex

@conference{4a01a3ba708d47f1a46b55625c6f4047,
title = "A phenomenographic analysis of the variation of HE academic{\textquoteright}s experience of designing MOOCs",
abstract = "Research literatures show that there is very limited research in HE (higher education) academics{\textquoteright} experience of designing courses especially in online context. MOOCs (massive open online courses) emerged as a new online teaching form has attracted a lot of interests from HE providers and researchers, but there is hardly any published research about HE academics{\textquoteright} experience of designing MOOCs. This paper aims to fill this research gap through a phenomenographic study of the UK (United Kingdom) HE academics{\textquoteright} experience of designing MOOCs to gain understanding of the possible variations of their understanding of and approaches to designing MOOCs. In this research project, twenty-two UK HE academics from six universities who have experience of designing MOOCs were interviewed. The phenomenographic data analysis revealed five categories of HE academics{\textquoteright} perceptions of designing MOOCs. This paper presents the revealed outcome space from the data analysis and discusses each category of description and the internal structure between the categories. The research results could inform course designers and MOOC development stakeholders as well as provide insight to researchers in this research area.",
keywords = "MOOCs, Design of Learning Technology, Learning Technology, phenomenography, academic experiences",
author = "Xiaoxia Wang and Julie-Ann Sime",
year = "2022",
month = aug,
day = "25",
language = "English",
pages = "13--13",
note = "SIG9 Phenomenography and Variation Theory : Biennial Conference 2022 ; Conference date: 24-08-2022 Through 26-08-2022",

}

RIS

TY - CONF

T1 - A phenomenographic analysis of the variation of HE academic’s experience of designing MOOCs

AU - Wang, Xiaoxia

AU - Sime, Julie-Ann

PY - 2022/8/25

Y1 - 2022/8/25

N2 - Research literatures show that there is very limited research in HE (higher education) academics’ experience of designing courses especially in online context. MOOCs (massive open online courses) emerged as a new online teaching form has attracted a lot of interests from HE providers and researchers, but there is hardly any published research about HE academics’ experience of designing MOOCs. This paper aims to fill this research gap through a phenomenographic study of the UK (United Kingdom) HE academics’ experience of designing MOOCs to gain understanding of the possible variations of their understanding of and approaches to designing MOOCs. In this research project, twenty-two UK HE academics from six universities who have experience of designing MOOCs were interviewed. The phenomenographic data analysis revealed five categories of HE academics’ perceptions of designing MOOCs. This paper presents the revealed outcome space from the data analysis and discusses each category of description and the internal structure between the categories. The research results could inform course designers and MOOC development stakeholders as well as provide insight to researchers in this research area.

AB - Research literatures show that there is very limited research in HE (higher education) academics’ experience of designing courses especially in online context. MOOCs (massive open online courses) emerged as a new online teaching form has attracted a lot of interests from HE providers and researchers, but there is hardly any published research about HE academics’ experience of designing MOOCs. This paper aims to fill this research gap through a phenomenographic study of the UK (United Kingdom) HE academics’ experience of designing MOOCs to gain understanding of the possible variations of their understanding of and approaches to designing MOOCs. In this research project, twenty-two UK HE academics from six universities who have experience of designing MOOCs were interviewed. The phenomenographic data analysis revealed five categories of HE academics’ perceptions of designing MOOCs. This paper presents the revealed outcome space from the data analysis and discusses each category of description and the internal structure between the categories. The research results could inform course designers and MOOC development stakeholders as well as provide insight to researchers in this research area.

KW - MOOCs

KW - Design of Learning Technology

KW - Learning Technology

KW - phenomenography

KW - academic experiences

M3 - Abstract

SP - 13

EP - 13

T2 - SIG9 Phenomenography and Variation Theory

Y2 - 24 August 2022 through 26 August 2022

ER -