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UNIVERSITY STUDENTS' AND PROFESSORS' PERCEPTIONS OF LEARNING IN CREDIT AND NON-CREDIT BASED MASSIVE OPEN ONLINE COURSES (MOOCS) University students' and professors' perceptions of learning in credit and non-credit based Massive Open Online Courses (MOOCs)
| Content Provider | Semantic Scholar |
|---|---|
| Author | Boland, Tricia |
| Copyright Year | 2013 |
| Abstract | Technology and in particular, the internet, has vastly changed the traditional learning model in higher education institutions, particularly with online courses providing an alternative to on-campus lecture halls. As the popularity of online learning has grown, a relatively new development has emerged, Massive Open Online Courses (MOOCs), which is viewed by many as a transformative change to the business of education. This mixed-methods study will explore how university students and professors perceive MOOCs, as compared to face-to-face classroom and online course formats. The analysis will compare credit and non-credit based MOOCs and what features are most beneficial to learners. Using an online survey instrument and interviews, data will be collected and analyzed to identify participants’ ratings and experiences with various course formats. The analysis will provide insights into the MOOC development, the impacts on higher education and areas for future research. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://triciaboland.com/wp-content/uploads/2013/10/Tricia_RESEARCH_PROPOSAL_FINAL.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
