The "discourse" of Hellenic Open University Faculty Members on providing distance learning using MOOCs: Pedagogical roles and interaction between teacher and students
Published:
Dec 21, 2017
Keywords:
MOOCs Hellenic Open University Pedagogical roles Interaction Teacher Student
Abstract
In this interdisciplinary qualitative study, an attempt was made, using sociological theoretical tools to approach the discourse of the HOU faculty members, with which the pedagogical roles and the interaction between teachers and students are developed for adopting MOOCs from the institution. The participants (faculty members) had the necessary scientific capital to express a valid opinion on the issues under consideration. The main findings of this research have shown that if the HOU will decide to provide MOOC-type courses, some adaptations should be made to the roles of teachers and learners. With the MOOCs also, there will be no real interaction between teacher and learners, and the interaction between learners will occur if they by themselves utilize fora and social media for mutual support and the necessary communication between them. Finally, according to the answers, the most important advantage for the teachers who will take role in MOOCs will be that they will become more recognizable by the citizens, while an advantage for the learners will be the true implementation of the openness at HOU.
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