The primary purpose of this study was to establish perceptions of faculty members regarding the benefits of Massive Open Online Courses (MOOCs) in higher education. In addition, the study sought to determine what the challenges of offering MOOCs were and what accounted for the low completion rates of MOOCs. Data were collected using an online survey from 1,057 faculty members in a major university system based in the southern United States. Of the 1,057 target faculty population who completed the online survey, 939 responses were viable, and only 396 of the faculty respondents provided answers to the open-ended question regarding the benefits of MOOCs. Overall, the researchers analyzed 396 faculty responses using the Atlas Ti qualitative program. Open-ended coding was conducted to determine what key concepts faculty provided in their responses to describe the benefits of MOOCs. Axial codes were developed to group primary codes into broader concepts which enabled the researchers to create themes based on the axial codes. The responses provide rich and robust descriptions about the benefits and drawbacks of MOOCs. The paper presents the results of the open-ended question.
Baker, Credence; Nafukho, Fredrick Muyia; McCaleb, Karen; Becker, Melissa; and Johnson, Michelle
"The Tangible and Intangible Benefits of Offering Massive Open Online Courses: Faculty Perspectives,"
Internet Learning: Vol. 4
, Article 6.
Available at: http://digitalcommons.apus.edu/internetlearning/vol4/iss2/6
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