The role of massive open online courses (MOOCS) in engineering education:: faculty perspectives on its potential and suggested research directions

• Autores: Jeremi S. London, Cynthia Young
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. Extra 4, 2016, págs. 1788-1800
• Idioma: inglés
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• Resumen

  • Massive Open Online Courses quickly infiltrated higher education, leaving little time for large-group discussions on theirrole in engineering education. We argue that a research agenda around the role of MOOCs in engineering education isnecessary for fully leveraging them in our context. While four articles published between 2011–2015 outline futuredirections for MOOCs research, previous studies did not gather input from the community on the most pressing researchneeds, corresponding corresponding questions, or the research needs unique to engineering education. The purpose of thisstudy is to present a research agenda around the role of MOOCs in engineering education that is informed bymultidisciplinary perspectives (i.e., MOOCs, learning science, and engineering researchers and practitioners). ThreeNSF-funded workshops took place at engineering conferences throughout 2014 to facilitate the accomplishment of thisgoal. Thematic analysis of 65 workshop participants’ survey responses led to an agenda that includes six research foci—namely, MOOCs participants; MOOCs course design; MOOCs technology development, delivery, and adoption; the roleof MOOCs across education contexts; administrative concerns involving MOOCs; and MOOCs as a platform for large-scale education research. Ten to fifteen corresponding research questions per foci are presented. Implications of this workwithin and beyond engineering education are also discussed.