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Erschienen in:
From a Small Liberal Arts College to the World: Our Blended Courses, SPOC, and MOOCs in Italian Studies Kapitel lesen Erstes Kapitel lesen

2017 | OriginalPaper | Buchkapitel

The Double Classroom: Design Patterns Using MOOCs in Teacher Education

verfasst von : Anne-Mette Nortvig, Karsten Gynther

Erschienen in: Digital Education: Out to the World and Back to the Campus

Verlag: Springer International Publishing

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Abstract

This paper presents findings from a study that used an archived MOOC as Open Educational Resources in teacher education in a hybrid learning setting. Using a design-based research approach created through collaboration with educators, two design patterns have been developed and tested to differentiate teaching and to enhance the feedback to students. The findings show that when MOOC resources are integrated, it ‘doubles’ the classroom, meaning it doubles the teacher’s opportunities for being present in more places at once, both digitally on video and physically. Furthermore, MOOCs make it possible to parallelize the teaching, allowing some students to learn in MOOCs and others in a face-to-face manner on campus, as per their specific needs and situations. The paper also highlights some of the teachers’ fears in relation to MOOCs, such as becoming residual in the classroom when the MOOC takes over the teacher’s role.

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Vorheriges Kapitel A Social Learning Space Grid for MOOCs: Exploring a FutureLearn Case
Nächstes Kapitel Early Prediction and Variable Importance of Certificate Accomplishment in a MOOC
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Metadaten
Titel
The Double Classroom: Design Patterns Using MOOCs in Teacher Education
verfasst von
Anne-Mette Nortvig
Karsten Gynther
Copyright-Jahr
2017
Buch
Digital Education: Out to the World and Back to the Campus

Print ISBN: 978-3-319-59043-1

Electronic ISBN: 978-3-319-59044-8

Copyright-Jahr: 2017

DOI
https://doi.org/10.1007/978-3-319-59044-8_30