Teacher, Students, and MOOCs

2017 ◽  
pp. 218-243
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Elementary Teacher Education ◽  
Future Teachers ◽  
Teacher Students ◽  
Service Training ◽  
Education Degree ◽  
Teachers Attitudes

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

Teacher, Students, and MOOCs

2018 ◽  
pp. 1623-1648
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Elementary Teacher Education ◽  
Future Teachers ◽  
Teacher Students ◽  
Service Training ◽  
Education Degree ◽  
Teachers Attitudes

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

MOOCs in Initial Teacher Training

2015 ◽  
pp. 222-249
Author(s):  
Carlos Monge López ◽  
Patricia Gomez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

MOOCs in Initial Teacher Training

2016 ◽  
pp. 702-727
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

scholarly journals Massive Open Online Courses (MOOCs): Data on higher education

Data in Brief ◽  
2019 ◽  
Vol 22 ◽  
pp. 118-125 ◽  
Author(s):  
Waleed Al-Rahmi ◽  
Ahmed Aldraiweesh ◽  
Noraffandy Yahaya ◽  
Yusri Bin Kamin ◽  
Akram M. Zeki
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

scholarly journals MASSIVE OPEN ONLINE -COURSES IN THE FIELD OF HIGHER EDUCATION

2018 ◽  
Vol 61 (05) ◽  
pp. 21-25
Author(s):  
Nurgul Dhoranovna Ghoranova ◽  
◽  
Gauhar Sarsenbaevna Borankulova ◽  
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online

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

2020 ◽  
Vol 22 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Lecture Hall ◽  
Development Projects ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Professional Networks ◽  
Traditional Teaching Methods

AbstractThe 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.

The Technology Shift for MOOC-Based Libraries

2021 ◽  
pp. 729-738
Author(s):  
Triloki Pant ◽  
Swati Pant
Keyword(s):  
Higher Education ◽  
Education System ◽  
New Technologies ◽  
Online Courses ◽  
Educational Status ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Higher Education System ◽  
Study Material ◽  
E Learning

Massive open online courses (MOOCs) have evolved in past decade and become one of the prominent parts of the higher education system. The MOOCs provided a promising platform to aspirants who wanted to study further to either enhance their educational status or learn new technologies. With the evolution of MOOC, many platforms started to offer such courses, and many of them are not free as these courses need to register with some nominal fee. The role and need of libraries come at this point for MOOC courses as the courses are bundled with corresponding study material. The print library needs to assist e-library so that it may be compatible with the MOOCs and corresponding resources. The technological shift from print to e-library has a great impact on e-learning followed by MOOCs; however, the issue of MOOC libraries and resources is yet to be resolved to ensure the availability to all the users. The chapter deals with the need of library for MOOCs, its structure and technology shift from print library to e-library, along with the differentiation between e-learning and MOOCs.

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