Abstract
This study explores the outcomes of a chemistry MOOC, delivered on two occasions through the FutureLearn platform. Learner background and course feedback, including managing the expectations of potential participants, course facilitation, the importance of having a strong presence on the forums and the tutor having a ‘face’, is explored. The findings will be especially relevant to practitioners interested in learning more about how MOOCs could contribute to a university strategy for internationalisation, widening participation and public engagement. It adds to the growing literature on an educator’s experience, providing an insight into the rewards and challenges of teaching in MOOCs, and aims to encourage and support other higher education providers considering developing related online courses.
| Original language | English |
|---|---|
| Pages (from-to) | 5-16 |
| Number of pages | 12 |
| Journal | Waikato Journal of Education |
| Volume | 23 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2018 |
Bibliographical note
Publisher Copyright:© 2018, Wilf Malcolm Institute of Educational Research. All rights reserved.
Keywords
- Course structure
- Educational courses
- Massive open online course
- MOOC