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Challenges and Recommendations Facing Faculty and Institutions in Delivering Massive Open Online Course (MOOC)

Year 2021, , 86 - 98, 29.12.2021
https://doi.org/10.51960/jitte.1033523

Abstract

MOOC applications, one of the applications adopted and popular in the age, are not well known in our country. Nevertheless, there is a new educational approach in the world and it is very important to determine the difficulties in MOOC applications with various advantages in terms of eliminating these difficulties. This study examines the difficulties and recommendations faced by faculty and staff teaching at the AtademiX platform in the course of presenting MOOC. In this study, it was aimed to determine the difficulties and suggestions faced by the faculty members and the institution during the MOOC submission process. It was used to describe the case study from qualitative research methods to achieve this goal. The study was carried out in two separate groups. Groups were determined by sampling method. The first working group of the research constitutes 6 faculty members from the administrators and employees who are in charge of the administration and execution of the first MOOC platform of Turkey, AtademiX, and the second group 9 faculty members who teach through the AtademiX platform. Semi-structured interview form was prepared for evaluating the outputs of MOOC applications in terms of faculty members and institutions and data were collected. The collected data were analyzed by content analysis method. Institutions and faculty members have encountered various difficulties while presenting MOOC practice and have made various recommendations for future applications. Challenges faced by the institution can be summarized as difficulties they face due to in-house and faculty members. Difficulties faced by faculty members in the process; Individual difficulties, difficulties arising from participants, and difficulties resulting from interaction.

References

  • Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. AtademiX. (2020). AtademiX. Tarihinde 14 Mayıs 2020, adresinden erişildi http://atademix.atauni.edu.tr/
  • Aydemir, M., Çelik, E., Bingöl, İ., Çakmak Karapınar, D., Kurşun, E., & Karaman, S. (2016). İnternet üzerinden herkese açık kurs (İHAK) sağlama deneyimi: AtademiX, 2(3), 52–74.
  • Belanger, Y., & Thornton, J. (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC (Report).
  • Bozkurt, Ö. A. (2015). Kitlesel Açık Çevrimiçi Dersler (Massive Open Online Courses - MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1).
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC | Journal of Research & Practice in Assessment.
  • Carey, K. (2013, Mart 25). The Brave New World of College Branding. The Chronicle of Higher Education.
  • de Waard, I. (2011). Exploring the MOOC format as a pedagogical approach for mLearning. mLearn 2011, 1–11.
  • DEMIRCI, N. (2013). What is Massive Open Online Courses (MOOCs) and What is promising us for learning?: A Review-evaluative Article about MOOCs. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1).
  • Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri. Anı Yayıncılık.
  • Ergüney, A. G. M. (2015). Uzaktan Eğitimin Geleceği: Mooc (Massıve Open Onlıne Course), 4(4).
  • Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295–311. Fini, A. (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distributed Learning, 10(5).
  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12(June 2014), 45–58.
  • Hollands, F. M., & Tirthali, D. (2014). Resource requirements and costs of developing and delivering MOOCs. The International Review of Research in Open and Distributed Learning, 15(5).
  • Hyman, P. (2012). In the year of disruptive education. Communications of the ACM, 55(12), 20.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın.
  • Kesim, E., & Altınpulluk, H. (2014). Perceptions of distance education professionals regarding the use of MOOCs. Turkish Online Journal of Qualitative Inquiry, 5(4), 62–85. https://doi.org/10.17569/tojqi.83986
  • Kolowich, S. (2013, Ağustos 8). The MOOC “Revolution” May Not Be as Disruptive as Some Had Imagined. The Chronicle of Higher Education.
  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19–38.
  • Koutropoulos, A., Gallagher, M. S., Abajian, S. C., Waard, I. de, Hogue, R. J., Keskin, N. Ö., & Rodriguez, C. O. (2012). Emotive Vocabulary in MOOCs: Context & Participant Retention. European Journal of Open, Distance and E-Learning, 15(1).
  • Lin, C.-H., & Zhang, Y. (2014). MOOCs and Chinese Language Education. Journal of Technology and Chinese Language Teaching, 5(2), 49–65.
  • Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202–227.
  • Mak, S., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. Içinde L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Ed.), Proceedings of the 7th International Conference on Networked Learning 2010: (ss. 275–285). Lancaster: University of Lancaster.
  • Marshall, C., & Rossman, G. (1994). Doing qualitative research.
  • Masters, K. (2011). A Brief Guide To Understanding MOOCs. The Internet Journal of Medical Education, 1(2). https://doi.org/10.5580/1f21
  • McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry (7 edition). Boston: Pearson.
  • O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623–635.
  • Siemens, G. (2012, Eylül). Designing and Running a MOOC.
  • Waldrop, M. M. (2013). Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science.
  • Yıldırım, A. (1999). Nitel Araştırma Yöntemlerinin Temel Özellikleri ve Eğitim Araştırmalarındaki Yeri ve Önemi. EĞİTİM VE BİLİM, 23(112).
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemler. İstanbul: Seçkin Yayınları.
  • Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education.

Kitlesel Açık Çevrimiçi Ders (MOOC) Sunmada Öğretim Üyeleri ve Kurumların Karşılaştığı Güçlükler ve Önerileri

Year 2021, , 86 - 98, 29.12.2021
https://doi.org/10.51960/jitte.1033523

Abstract

Bu çalışmanın amacı, MOOC sunma sürecinde öğretim üyeleri ve kurumun karşılaştığı güçlükler ve tavsiyelerinin incelenmesidir. Bu amaç doğrultusunda araştırmanın birinci boyutunda MOOC sunma sürecinde öğretim üyelerinin karşılaştıkları güçlükler incelenmiştir. Araştırmanın ikinci boyutunda ise kurum çalışanlarının perspektifinden hareketle kurumsal olarak karşılaşılan güçlükler incelenmiştir. Çalışmada nitel araştırma yöntemlerinden iç içe durum çalışma deseni kullanılmıştır. Araştırma iki ayrı grupla gerçekleştirilmiştir. Gruplar amaçlı örnekleme yöntemiyle belirlenmiştir. Araştırmanın birinci çalışma grubunu Türkiye’nin ilk MOOC platformu olan AtademiX platformunun yönetilmesi ve yürütülmesinde görev alan kurum çalışanlardan 6 kişi, İkinci grubunu ise AtademiX platformu üzerinden ders veren 9 öğretim üyesi oluşturmaktadır. Araştırma sürecinde alan yazın ve uzman görüşleri temel alınarak yarı yapılandırılmış görüşme formu hazırlanmıştır. Kurum çalışanları ve Öğretim üyelerine görüşme formu uygulanmıştır. Görüşmelerden alınan verileri analiz etmek için içerik analizi yöntemi kullanılmıştır. Araştırma sonuçlarına göre öğretim üyeleri bireysel yönden, katılımcılar yönünden ve etkileşimden kaynaklanan güçlüklerle karşılaşmıştır. Benzer şekilde kurum çalışanları kurum içi ve öğretim üyelerinden kaynaklanan güçlüklerle karşılaşmıştır.

References

  • Allen, I. E., & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the United States. Sloan Consortium. AtademiX. (2020). AtademiX. Tarihinde 14 Mayıs 2020, adresinden erişildi http://atademix.atauni.edu.tr/
  • Aydemir, M., Çelik, E., Bingöl, İ., Çakmak Karapınar, D., Kurşun, E., & Karaman, S. (2016). İnternet üzerinden herkese açık kurs (İHAK) sağlama deneyimi: AtademiX, 2(3), 52–74.
  • Belanger, Y., & Thornton, J. (2013). Bioelectricity: A Quantitative Approach Duke University’s First MOOC (Report).
  • Bozkurt, Ö. A. (2015). Kitlesel Açık Çevrimiçi Dersler (Massive Open Online Courses - MOOCs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 1(1).
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying Learning in the Worldwide Classroom: Research into edX’s First MOOC | Journal of Research & Practice in Assessment.
  • Carey, K. (2013, Mart 25). The Brave New World of College Branding. The Chronicle of Higher Education.
  • de Waard, I. (2011). Exploring the MOOC format as a pedagogical approach for mLearning. mLearn 2011, 1–11.
  • DEMIRCI, N. (2013). What is Massive Open Online Courses (MOOCs) and What is promising us for learning?: A Review-evaluative Article about MOOCs. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 8(1).
  • Ekiz, D. (2003). Eğitimde araştırma yöntem ve metodlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri. Anı Yayıncılık.
  • Ergüney, A. G. M. (2015). Uzaktan Eğitimin Geleceği: Mooc (Massıve Open Onlıne Course), 4(4).
  • Evans, S., & Myrick, J. G. (2015). How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Education, 36(3), 295–311. Fini, A. (2009). The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools. The International Review of Research in Open and Distributed Learning, 10(5).
  • Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12(June 2014), 45–58.
  • Hollands, F. M., & Tirthali, D. (2014). Resource requirements and costs of developing and delivering MOOCs. The International Review of Research in Open and Distributed Learning, 15(5).
  • Hyman, P. (2012). In the year of disruptive education. Communications of the ACM, 55(12), 20.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın.
  • Kesim, E., & Altınpulluk, H. (2014). Perceptions of distance education professionals regarding the use of MOOCs. Turkish Online Journal of Qualitative Inquiry, 5(4), 62–85. https://doi.org/10.17569/tojqi.83986
  • Kolowich, S. (2013, Ağustos 8). The MOOC “Revolution” May Not Be as Disruptive as Some Had Imagined. The Chronicle of Higher Education.
  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19–38.
  • Koutropoulos, A., Gallagher, M. S., Abajian, S. C., Waard, I. de, Hogue, R. J., Keskin, N. Ö., & Rodriguez, C. O. (2012). Emotive Vocabulary in MOOCs: Context & Participant Retention. European Journal of Open, Distance and E-Learning, 15(1).
  • Lin, C.-H., & Zhang, Y. (2014). MOOCs and Chinese Language Education. Journal of Technology and Chinese Language Teaching, 5(2), 49–65.
  • Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14(3), 202–227.
  • Mak, S., Williams, R., & Mackness, J. (2010). Blogs and forums as communication and learning tools in a MOOC. Içinde L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. De Laat, D. McConnell, & T. Ryberg (Ed.), Proceedings of the 7th International Conference on Networked Learning 2010: (ss. 275–285). Lancaster: University of Lancaster.
  • Marshall, C., & Rossman, G. (1994). Doing qualitative research.
  • Masters, K. (2011). A Brief Guide To Understanding MOOCs. The Internet Journal of Medical Education, 1(2). https://doi.org/10.5580/1f21
  • McMillan, J. H., & Schumacher, S. (2014). Research in Education: Evidence-Based Inquiry (7 edition). Boston: Pearson.
  • O’Connor, K. (2014). MOOCs, institutional policy and change dynamics in higher education. Higher Education, 68(5), 623–635.
  • Siemens, G. (2012, Eylül). Designing and Running a MOOC.
  • Waldrop, M. M. (2013). Massive Open Online Courses, aka MOOCs, Transform Higher Education and Science.
  • Yıldırım, A. (1999). Nitel Araştırma Yöntemlerinin Temel Özellikleri ve Eğitim Araştırmalarındaki Yeri ve Önemi. EĞİTİM VE BİLİM, 23(112).
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemler. İstanbul: Seçkin Yayınları.
  • Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education.
There are 31 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Muharrem Aydın 0000-0001-7184-9544

Hasan Karal 0000-0002-3555-050X

Publication Date December 29, 2021
Published in Issue Year 2021

Cite

APA Aydın, M., & Karal, H. (2021). Kitlesel Açık Çevrimiçi Ders (MOOC) Sunmada Öğretim Üyeleri ve Kurumların Karşılaştığı Güçlükler ve Önerileri. Journal of Instructional Technologies and Teacher Education, 10(2), 86-98. https://doi.org/10.51960/jitte.1033523