What is it like to teach 10,000 or more students at once, and does it really work? The American journal The Chronicle recently conducted the largest-ever survey, interviewing over 100 professors across the United States to ask them their opinions about teaching and learning from a massive open online course, also known as MOOC.
MOOCs charge no tuition and are open to anybody with Internet access. The average number of students per class is 33,000, but classes can surmount 80,000. Originally, state universities and community colleges were the ones to offer these classes, but institutions such as Stanford, Princeton, and Duke are also embarking on this new approach to education.
Most professors agreed that their interest was motivated by their belief in more economically accessible education. Others, however, found globally sharing their subjects more appealing. In addition, some claimed that online teaching helped them reconsider their own pedagogical methods and believed that it improved them. Overall, the survey concluded that most argued in favor of incorporating these types of courses into traditional education.
MOOCs decrease the cost of earning a degree and make college experience less expensive. John Owens, an associate professor of electrical and computer engineering at the University of California at Davis, teaches parallel computing, a method that allows computers to multitask at once. 15,000 students enrolled for his class at absolutely no cost and were able to learn in a flexible and personal way.
These courses are also readily available to anyone across the world. Princeton University professor Robert Sedgewick co-lead an online class on algorithms, which he had taught for forty years in a classroom. Initially skeptical about online education, he nonetheless was intrigued by the idea of reaching a global audience of over 80,000 students. He signed a deal with Coursera, an upstart company offering MOOCs, and spent copious hours preparing and videotaping his lectures. The experience was rewarding, he feels, and he is now enthusiastic about including online components to his teaching.
Online platforms also grant the chance for instructors to acquire teaching tips. Computer programs collect data that track each student’s success and failures and most professors are attracted to this quality since this information cannot be gleaned so precisely from traditional classroom participation. An associate professor of physics at Duke University, M. Ronen Plesser, found that videotaping lectures also forced him to reevaluate his pedagogical presentation in class. His style is much more rigorous and demanding than it was before he taught a MOOC since “producing video lectures spurred [him] to hone pedagogical presentation to a far higher level than I had in 10 years of teaching the class on campus.”
MOOCs are transforming higher education by make learning less expensive, more accessible, and educationally rewarding. Society increasingly prioritizes technology and many professors admitted that not adapting to this would imply lagging behind professionally. Mr. Owens acknowledged that he “would rather understand this at the front end than be forced into it on the back end.”
Une analyse sur les expériences d'utilisation de Twitter en milieu scolaire qui s'appuie sur les démarches pionnières et sur une enquête en ligne menée auprès des professionnels acteurs ou observateurs de ces pratiques. Les résultats du questionnaire permettent de relever les apports éducatifs de l'outil et de faire ressortir les principales activités réalisées avec les élèves.
För denna studie har vi undersökt tyska lärare för att se hur de använder, återanvänder, producerar och hanterar OER.
Vi undersökte vilka drivkrafter och hinder som påverkade deras användning av OER, vad andra kan lära av deras öppna utbildningsmetoder och vad vi kan göra för att så att OER når ut till skolorna.
Undersökningen gav ett par oväntade resultat, särskilt det faktum att de deltagande tyska lärarna inte känner att de behöver särskilda OER-licenser eftersom de anser att allt finns på internet är offentligt – även deras egna produkter. När det gäller hindren så var osäkerhet om informationens riktighet ett av de största problemen och även en oro över bristen på kunskap och vägledning under anpassningsprocessen.