Advancing teaching with massive open online courses: A review of case studies

Kam Cheong Li; Billy Tak Ming Wong

doi:10.1504/ijil.2019.10018265

Advancing teaching with massive open online courses: A review of case studies

Kam Cheong Li
, Billy Tak Ming Wong

Research output: Contribution to journal › Article › peer-review

9 Citations (Scopus)

Abstract

This paper reviews the adoption of massive open online courses (MOOCs) by higher education institutions for teaching on-campus courses, and summarises the good practices from relevant case studies. From a total of 28 case studies, it identifies the characteristics of MOOC adoption - platforms, course materials, approaches to facilitate interaction, and assessment methods. The good practices highlight the importance of: 1) the division of labour in implementing MOOCs; 2) the effective use of technology; 3) course redesign based on experience with MOOCs. Examples of institutional practices in adopting MOOCs are provided, illustrating the diverse ways of utilising them to offer students a flexible and personalised learning experience in on-campus courses and tackle the challenges encountered during the adoption of MOOCs.

Original language	English
Pages (from-to)	141-155
Number of pages	15
Journal	International Journal of Innovation and Learning
Volume	25
Issue number	2
DOIs	https://doi.org/10.1504/ijil.2019.10018265
Publication status	Published - 2019

Keywords

BMOOCs
Classroom
Higher education
MOOCs
Massive open online courses
Teaching

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10.1504/ijil.2019.10018265

Cite this

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title = "Advancing teaching with massive open online courses: A review of case studies",

abstract = "This paper reviews the adoption of massive open online courses (MOOCs) by higher education institutions for teaching on-campus courses, and summarises the good practices from relevant case studies. From a total of 28 case studies, it identifies the characteristics of MOOC adoption - platforms, course materials, approaches to facilitate interaction, and assessment methods. The good practices highlight the importance of: 1) the division of labour in implementing MOOCs; 2) the effective use of technology; 3) course redesign based on experience with MOOCs. Examples of institutional practices in adopting MOOCs are provided, illustrating the diverse ways of utilising them to offer students a flexible and personalised learning experience in on-campus courses and tackle the challenges encountered during the adoption of MOOCs.",

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author = "Li, \{Kam Cheong\} and Wong, \{Billy Tak Ming\}",

note = "Funding Information: The work described in this paper was partially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/IDS16/15). Publisher Copyright: Copyright {\textcopyright} 2019 Inderscience Enterprises Ltd.",

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doi = "10.1504/ijil.2019.10018265",

language = "English",

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T2 - A review of case studies

AU - Li, Kam Cheong

AU - Wong, Billy Tak Ming

N1 - Funding Information: The work described in this paper was partially supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (UGC/IDS16/15). Publisher Copyright: Copyright © 2019 Inderscience Enterprises Ltd.

PY - 2019

Y1 - 2019

N2 - This paper reviews the adoption of massive open online courses (MOOCs) by higher education institutions for teaching on-campus courses, and summarises the good practices from relevant case studies. From a total of 28 case studies, it identifies the characteristics of MOOC adoption - platforms, course materials, approaches to facilitate interaction, and assessment methods. The good practices highlight the importance of: 1) the division of labour in implementing MOOCs; 2) the effective use of technology; 3) course redesign based on experience with MOOCs. Examples of institutional practices in adopting MOOCs are provided, illustrating the diverse ways of utilising them to offer students a flexible and personalised learning experience in on-campus courses and tackle the challenges encountered during the adoption of MOOCs.

AB - This paper reviews the adoption of massive open online courses (MOOCs) by higher education institutions for teaching on-campus courses, and summarises the good practices from relevant case studies. From a total of 28 case studies, it identifies the characteristics of MOOC adoption - platforms, course materials, approaches to facilitate interaction, and assessment methods. The good practices highlight the importance of: 1) the division of labour in implementing MOOCs; 2) the effective use of technology; 3) course redesign based on experience with MOOCs. Examples of institutional practices in adopting MOOCs are provided, illustrating the diverse ways of utilising them to offer students a flexible and personalised learning experience in on-campus courses and tackle the challenges encountered during the adoption of MOOCs.

KW - BMOOCs

KW - Classroom

KW - Higher education

KW - MOOCs

KW - Massive open online courses

KW - Teaching

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DO - 10.1504/ijil.2019.10018265

M3 - Article

AN - SCOPUS:85061192349

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VL - 25

SP - 141

EP - 155

JO - International Journal of Innovation and Learning

JF - International Journal of Innovation and Learning

IS - 2

ER -

Advancing teaching with massive open online courses: A review of case studies

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