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Emerging Technologies and Pedagogies in the Curriculum pp 75–87Cite as

More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond

Part of the Bridging Human and Machine: Future Education with Intelligence book series (BHMFEI)

Abstract

Since 2010, Massive Open Online Courses (MOOCs) have been one of the most discussed and researched topics in the area of educational technology. Due to their open nature such courses attract thousands of learners worldwide and more and more higher education institutions begin to produce their own MOOCs. Even the (international) press is full of reports and articles of how MOOCs can revolutionize education. In this chapter, we will take a look from a meta-level. After years of experiences with different MOOCs, we recognize that many MOOCs are used in different ways by teachers, lecturers, trainers and learners. So, there are different learning and teaching scenarios in the background often not visible to the broader public. Therefore, we like to address the following research question: “How can MOOCs be used in Higher Education learning and teaching scenarios and beyond?” In the study, the authors will focus on the seven identified scenarios how particular MOOCs were used for teaching and learning and therefore illustrate, that a MOOC can be “more than a MOOC”. MOOCs are one of the key drivers for open education using Open Educational Resources. The use of open licenses for MOOC resources are the mechanism for potential innovations in learning and teachings scenarios.

Keywords

  • MOOC
  • Inverse blended learning
  • Online learning
  • Curriculum
  • Flipped classroom

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Author information

Authors and Affiliations

  1. Department Educational Technology, Graz University of Technology, Graz, Austria

    Martin Ebner & Clarissa Braun

  2. Salzburg Research Forschungsgesellschaft, Salzburg, Austria

    Sandra Schön

Authors
  1. Martin Ebner
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  2. Sandra Schön
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  3. Clarissa Braun
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Corresponding author

Correspondence to Martin Ebner .

Editor information

Editors and Affiliations

  1. School of Educational Technology, Beijing Normal University, Beijing, China

    Prof. Shengquan Yu

  2. Athabasca University, Athabasca, AB, Canada

    Prof. Mohamed Ally

  3. Department of Computing Science, International Hellenic University, Thermi, Greece

    Prof. Avgoustos Tsinakos

Glossary of Terms

MOOC

massive open online course: a course of study offered over the Internet which is free and has a very large number of participants.

Inverse Blended Learning (IBL)

Instead of enhanced face-to-face education with online events, as in Blended Learning, IBL enriches online course with face-to-face meetings by offering additional offline learning events on a regular basis.

Flipped Classroom

is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom.

OER

Open Educational Resources are teaching, learning and research materials in any medium—digital or otherwise—that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

Pocket Code

is learning tool for kids and teens aged from 10 to 17 to playfully discover how programming works. They can for example program their first own games interactive music videos, animations or other apps.

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Ebner, M., Schön, S., Braun, C. (2020). More Than a MOOC—Seven Learning and Teaching Scenarios to Use MOOCs in Higher Education and Beyond. In: Yu, S., Ally, M., Tsinakos, A. (eds) Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. Springer, Singapore. https://doi.org/10.1007/978-981-15-0618-5_5

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  • DOI: https://doi.org/10.1007/978-981-15-0618-5_5

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