Thursday, July 8
12:20-12:40 PM
EDT
Room 6

A Learner’s Experience on the Perceived Role of Teaching Presence in Massive Open Online Courses on edX and Coursera Platforms

Full Paper: Research Based (Live Presentation) ID: 58876
  1. aaa
    Anne Mutiga
    University of Nevada-Reno
  2. Hallett Hullinger
    Oral Roberts University

Abstract: This paper discusses the role of perceived Teaching Presence with regard to three facets: Instructional Design and Organization, Facilitation, and Direct Instruction in MOOC learning platforms. The study employed a qualitative approach to examine and describe the first author's learning experience under two different Massive Open Online Course (MOOC) platforms. Guided by the Community of Inquiry (CoI) model, the three facets in teaching presence in a MOOC learning environment were examined. Engaging multiple MOOC platforms, edX and Coursera, and two different course designs, cMOOC and xMOOC, yielded an in-depth understanding of the learner experience. The findings from the study suggested that creating successful MOOCs that provide a meaningful experience needs a team to ensure the effective integration of technology in all facets of teaching presence. These components should not be relegated to mundane processes in course creation and development. Assessment in MOOC settings reveals implications for researchers' moving forward as the teaching presence in both MOOC platforms needed to facilitate direct instructor-to-learner or employ more authentic features that satisfied learner assessment and feedback.

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