Obstacles to the adoption of MOOCs in flipped classrooms: Students’ and teachers’ perspectives

ID: 50715 Type: Brief Paper: Other
  1. Caroline Cloonan and Narjes Sassi, ISG Paris, France

Wednesday, June 21 11:50 AM-12:10 PM Location: Wright View on map

Presider: Sevinj Iskandarova, James Madison University, United States

Abstract: Setting up a successful online pedagogy can be challenged by both teachers and students. As pedagogical coordinators in a business school, we analyzed students’ and teachers’ experiences when MOOCs were implemented in a flipped classroom model, in which learning was reversed. For teachers, the main obstacles to the adoption of MOOCs included the following: a) a resistance to the pedagogy transformation and teaching paradigm, (b) the difficulty appropriating content that they had not developed, (c) the uncertainty about the quality of available learning metrics, and (d) the uncertainty regarding the use of MOOCs by the school and the inherent potential to cut teaching hours and decrease the number of teachers. For students, obstacles were related to (a) the organization and autonomy of personal work, (b) the delayed interaction with teachers, and (c) a misunderstanding about interest in the blended classroom model and the use of MOOCs.

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