ERIC Number: EJ1243677
Record Type: Journal
Publication Date: 2020-Mar
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1598-1037
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Available Date: N/A
MOOC Instructor Designs and Challenges: What Can Be Learned from Existing MOOCs in Indonesia and Malaysia?
Sari, Annisa R.; Bonk, Curtis J.; Zhu, Meina
Asia Pacific Education Review, v21 n1 p143-166 Mar 2020
The purpose of this study was to explore Indonesian and Malaysian instructors' perceptions of massive open online course (MOOC) design and how they deal with the design challenges. Surveys, email interviews, and course reviews are the main data-collection methods employed in this sequential mixed methods study. Forty-six instructors participated in the survey, and nine of them voluntarily participated in an email interview. The findings revealed that half of the courses were delivered using a hybrid/blended type of MOOC. Personal motives, institutional encouragement, and altruism were among the main reasons for instructors to offer MOOCs. Preparation, attraction, participation, and assessment were the categories used to explain the design strategies used by these instructors in designing their courses. The survey also revealed that collaboration encouragement, participant engagement, video development, and time constraints were the primary design challenges that the instructors experienced during the design process. Furthermore, most instructors sought advice from other MOOC instructors, MOOC providers, their institutions, video tutorials, and open educational resources (OERs) to surmount their design challenges.
Descriptors: Large Group Instruction, Online Courses, Teacher Attitudes, Educational Technology, Blended Learning, Teacher Motivation, Altruism, Instructional Design, Teacher Collaboration, Video Technology, Time, Barriers, Foreign Countries
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Malaysia; Indonesia
Grant or Contract Numbers: N/A
Author Affiliations: N/A