Abstract
Abstract The 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.
Highlights
Higher education teaching has evolved into new forms of teaching, characterised by the use of information technology (IT) and various degrees of openness
All current teaching methods have some sort of IT element, and many Massive Open Online Courses (MOOCs) have been developed by higher education institutions (HEIs) in the last ten years (Bozkurt, Akgün-Özbek, & ZawackiRichter, 2017)
The grounds for HE teachers to engage in MOOC development projects are through an iterative analysis divided into six categories
Summary
Higher education teaching has evolved into new forms of teaching, characterised by the use of information technology (IT) and various degrees of openness. The teachers’ engagement in this area cannot be taken for granted, this current study emphasises the question of why teachers in higher education join MOOC-projects. The combination of digital content and globalisation of higher education is influencing the teachers’ work. The learning content has – to some degree – The Grounds for Higher Education Teachers to Engage in MOOC Development Projects Ulf Olsson been separated from the teacher and, at the same time, has generated questions about ownership of the teaching material. The global trend to develop and provide open courses has increased All of these changes have influenced the teaching profession and many teachers’ daily work. One view is that management is lagging when it comes to understanding the potential of IT Another view is that teaching activities that include IT in a new way are often driven in projects as well as by engaged teachers. Academic research performance is superior when it comes to rating individual merits compared to teaching performance
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