Understanding Instructors’Motivations to Improve MOOC Sustainability

• Despujol, Ignacio ^[1] ; Castañeda, Linda ^[2] ; Turró, Carlos ^[1]
  1. [1] Universidad Politécnica de Valencia

     Universidad Politécnica de Valencia

     Valencia, España

     
  2. [2] Universidad de Murcia

     Universidad de Murcia

     Murcia, España

     
• Localización: Education in the knowledge society (EKS), ISSN 1138-9737, ISSN-e 2444-8729, Nº. 23, 2022
• Idioma: inglés
• DOI: 10.14201/eks.29083
• Títulos paralelos:
  • Entendiendo las motivaciones de los profesores de los MOOC para mejorar su sostenibilidad
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El éxito global de los Cursos Online Masivos y Abiertos (MOOC) hace que su análisis sea crucial para garantizar la calidad, el compromiso y los mejores resultados en su implementación. Se han dedicado muchas investigaciones a entender la experiencia del alumno y los resultados institucionales, pero pocos trabajos han estudiado la perspectiva del instructor, que es esencial para hacer de los MOOC un esfuerzo sostenible. Este estudio ha examinado la motivación percibida para participar en una iniciativa MOOC y el impacto en el desarrollo de su carrera en 79 profesores involucrados en una experiencia universitaria que ha realizado más de 600 ediciones de 115 MOOC con 4 millones de inscritos. El estudio pretende confirmar y ampliar los hallazgos de estudios anteriores y consolidar la estrategia institucional en cuanto a recursos y dinámica de los MOOC. Los principales resultados de la investigación indican que los factores de motivación intrínseca son esenciales para los instructores de los MOOC y que la falta de reconocimiento oficial puede ser un factor relevante que afecta a la sostenibilidad de los MOOC a largo plazo.

  • English

    The global success of Massive Open Online Courses (MOOC) makes its analysis crucial to guarantee the quality, engagement, and best results in their implementation. Much research has been dedicated to understanding learner’s experience and institutional results, but few papers have studied the instructor’s perspective, which is essential to making MOOC a sustainable endeavor. This study has examined the perceived motivation for participating in a MOOC initiative and the impact on their career development for 79 teachers involved in a university experience that has made more than 600 editions of 115 MOOCs with 4 million enrolments. The study aims to confirm and expand previous studies’ findings and consolidate the institutional strategy regarding the resources and dynamics of MOOCs. Main research findings indicate intrinsic motivation factors are essential for MOOC instructors, and the lack of official recognition can be a relevant factor affecting MOOCs’ long-time sustainability.

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