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Variation of HE academics’ experiences of designing MOOCs: A discussion through the lens of networked learning

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

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Variation of HE academics’ experiences of designing MOOCs: A discussion through the lens of networked learning. / Wang, Xiaoxia; Sime, Julie-Ann.
Networked Learning 2022: Proceedings for the Thirteenth International Conference on Networked Learning 2022. ed. / Jimmy Jaldemark; Marcia Håkansson Lindqvist; Peter Mozelius; Lena-Maria Öberg; Maarten De Laat; Nina Bonderup Dohn; Thomas Ryberg. Aalborg University Press, 2022. p. 316-320 (Networked Learning Conference Proceedings; No. 13).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Wang, X & Sime, J-A 2022, Variation of HE academics’ experiences of designing MOOCs: A discussion through the lens of networked learning. in J Jaldemark, M Håkansson Lindqvist, P Mozelius, L-M Öberg, M De Laat, N Bonderup Dohn & T Ryberg (eds), Networked Learning 2022: Proceedings for the Thirteenth International Conference on Networked Learning 2022. Networked Learning Conference Proceedings, no. 13, Aalborg University Press, pp. 316-320. <https://www.networkedlearning.aau.dk/digitalAssets/1159/1159041_nlc2022_contribution_32.pdf>

APA

Wang, X., & Sime, J.-A. (2022). Variation of HE academics’ experiences of designing MOOCs: A discussion through the lens of networked learning. In J. Jaldemark, M. Håkansson Lindqvist, P. Mozelius, L.-M. Öberg, M. De Laat, N. Bonderup Dohn, & T. Ryberg (Eds.), Networked Learning 2022: Proceedings for the Thirteenth International Conference on Networked Learning 2022 (pp. 316-320). (Networked Learning Conference Proceedings; No. 13). Aalborg University Press. https://www.networkedlearning.aau.dk/digitalAssets/1159/1159041_nlc2022_contribution_32.pdf

Vancouver

Wang X, Sime JA. Variation of HE academics’ experiences of designing MOOCs: A discussion through the lens of networked learning. In Jaldemark J, Håkansson Lindqvist M, Mozelius P, Öberg LM, De Laat M, Bonderup Dohn N, Ryberg T, editors, Networked Learning 2022: Proceedings for the Thirteenth International Conference on Networked Learning 2022. Aalborg University Press. 2022. p. 316-320. (Networked Learning Conference Proceedings; 13). Epub 2022 May 16.

Author

Wang, Xiaoxia ; Sime, Julie-Ann. / Variation of HE academics’ experiences of designing MOOCs : A discussion through the lens of networked learning. Networked Learning 2022: Proceedings for the Thirteenth International Conference on Networked Learning 2022. editor / Jimmy Jaldemark ; Marcia Håkansson Lindqvist ; Peter Mozelius ; Lena-Maria Öberg ; Maarten De Laat ; Nina Bonderup Dohn ; Thomas Ryberg. Aalborg University Press, 2022. pp. 316-320 (Networked Learning Conference Proceedings; 13).

Bibtex

@inproceedings{9dbf73bc975b4a76a13bd8a847b8062f,
title = "Variation of HE academics{\textquoteright} experiences of designing MOOCs: A discussion through the lens of networked learning",
abstract = "There has been abundant research studying academics{\textquoteright} conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics{\textquoteright} experiences in teaching and learning in general, and there is very little research studying academics{\textquoteright} course designs, in particular.MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners{\textquoteright} MOOC experiences, there is a lack of research on academics{\textquoteright} experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics{\textquoteright} experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics{\textquoteright} experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area.I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics{\textquoteright} perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.",
keywords = "networked learning, phenomenography, MOOC, academic experience, Design of learning technology, Learning Technology",
author = "Xiaoxia Wang and Julie-Ann Sime",
year = "2022",
month = may,
day = "18",
language = "English",
series = "Networked Learning Conference Proceedings",
publisher = "Aalborg University Press",
number = "13",
pages = "316--320",
editor = "Jimmy Jaldemark and {H{\aa}kansson Lindqvist}, Marcia and Peter Mozelius and {\"O}berg, {Lena-Maria } and {De Laat}, {Maarten } and {Bonderup Dohn}, Nina and Thomas Ryberg",
booktitle = "Networked Learning 2022",

}

RIS

TY - GEN

T1 - Variation of HE academics’ experiences of designing MOOCs

T2 - A discussion through the lens of networked learning

AU - Wang, Xiaoxia

AU - Sime, Julie-Ann

PY - 2022/5/18

Y1 - 2022/5/18

N2 - There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular.MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area.I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.

AB - There has been abundant research studying academics’ conceptions of and approaches to teaching, learning and other academic related activities in higher education (HE). However, most of the research in this area is in the traditional classroom HE context and there is very limited research in online teaching and learning contexts. Furthermore, research tends to mainly focus on academics’ experiences in teaching and learning in general, and there is very little research studying academics’ course designs, in particular.MOOCs (massive open online courses) originally emerged as a new online teaching form linked to connectivism and large networks of learners, which attracted a lot of interest from HE providers and researchers. Although there is plenty of research literature studying learners’ MOOC experiences, there is a lack of research on academics’ experiences of MOOCs. With more and more HE institutions partnering with MOOC platforms, HE academics involved in designing MOOCs are asked to follow certain procedures and prescribed formats in the designing process. There is hardly any published research on academics’ experience of designing MOOCs to understand the possible variations in their understanding of and approaches to designing MOOCs and the possible links between their perceptions and networked learning theory. This research aims to fill this research gap through a phenomenographic study of the UK HE academics’ experience of designing MOOCs to gain understanding of the possible variation in their perceptions and discusses links with different dimensions of networked learning. The research results could inform course designers and MOOC development stakeholders as well as provide insights to researchers in this area.I (first author) interviewed 22 academics from different UK HE institutions who have experience of designing MOOCs. The initial data analysis based on 14 transcripts revealed 5 categories of HE academics’ perceptions of designing MOOCs. This short paper presents the preliminary analysis of the first stage and discusses the results through the lens of networked learning. The next step is to continue data analysis through consulting the remaining transcripts to refine and modify the emerged categories and constitute the structural relationship between the categories to form the final outcome space.

KW - networked learning

KW - phenomenography

KW - MOOC

KW - academic experience

KW - Design of learning technology

KW - Learning Technology

M3 - Conference contribution/Paper

T3 - Networked Learning Conference Proceedings

SP - 316

EP - 320

BT - Networked Learning 2022

A2 - Jaldemark, Jimmy

A2 - Håkansson Lindqvist, Marcia

A2 - Mozelius, Peter

A2 - Öberg, Lena-Maria

A2 - De Laat, Maarten

A2 - Bonderup Dohn, Nina

A2 - Ryberg, Thomas

PB - Aalborg University Press

ER -