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Ferguson, Rebecca and Whitelock, Denise
(2014).
DOI: https://doi.org/10.1007/978-3-319-11200-8_70
URL: http://link.springer.com/chapter/10.1007/978-3-319...
Abstract
Educators in massive open online courses (MOOCs) face the challenge of interacting with tens of thousands of students, many of whom are new to online learning. This study investigates the different ways in which lead educators position themselves within MOOCs, and the various roles that they adopt in their messages to learners. Email messages from educators were collected from six courses on FutureLearn, a UK-based MOOC platform that had 26 university partners at the time. Educator stance in these emails was coded thematically, sentence by sentence. The resulting typology draws attention to the different ways in which educators align themselves in these settings, including outlining the trajectory of the course, acting as both host and instructor, sometimes as fellow learner, and often as an emotionally engaged enthusiast. This typology can be used to explore relationships between educator stance and variables such as learner engagement, learner test results and learner retention.
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About
- Item ORO ID
- 40696
- Item Type
- Book Section
- ISBN
- 3-319-11199-X, 978-3-319-11199-5
- Extra Information
-
9th European Conference on Technology Enhanced Learning,
EC-TEL 2014,
Graz, Austria,
September 16-19, 2014 - Keywords
- MOOC; FutureLearn; educators; typology
- Academic Unit or School
- Institute of Educational Technology (IET)
- Copyright Holders
- © 2014 Springer International Publishing Switzerland
- Related URLs
- Depositing User
- Denise Whitelock