Facilitating Attitudinal Learning in an Animal Behaviour and Welfare MOOC

Autor/in	Watson, Sunnie Lee
Titel	Facilitating Attitudinal Learning in an Animal Behaviour and Welfare MOOC
Quelle	In: Open Learning, 32 (2017) 3, S.262-278 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
DOI	10.1080/02680513.2017.1357465
Schlagwörter	Case Studies; Large Group Instruction; Online Courses; Animal Behavior; Animals; Ethics; Video Technology; Educational Technology; Technology Uses in Education; Instructional Design; Affective Behavior; Learning; Student Satisfaction; Teacher Role; Attitude Change; Attitudes; Learning Activities; Cooperative Learning; Interaction; Foreign Countries; College Students; Student Attitudes; College Faculty; Interviews; Questionnaires; Student Surveys; Instructional Materials; Knowledge Level; Behavior Change; Mixed Methods Research; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Online course; Online-Kurs; Tierverhalten; Animal; Tier; Tiere; Ethik; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Affective disturbance; Active behaviour; Affektive Störung; Lernen; Lehrerrolle; Attitudinal change; Einstellungsänderung; Attitude; Einstellung; Verhalten; Lernaktivität; Kooperatives Lernen; Interaktion; Ausland; Collegestudent; Schülerverhalten; Fakultät; Interviewing; Interviewtechnik; Fragebogen; Schülerbefragung; Lehrmaterial; Lehrmittel; Wissensbasis
Abstract	This case study examines the design and facilitation of a Massive Open Online Course (MOOC) that focused on attitudinal learning about the topic of animal behaviour and welfare. Findings showed that a team of instructors worked together collaboratively towards realising learning goals and found the experience rewarding. While learners had mixed perceptions of gains in cognitive, affective and behavioural learning, they reported high satisfaction with lecture videos and instructor course participation. Implications for the instructional design of MOOCs and attitudinal learning are discussed based on these findings, including a discussion of MOOCs as a unique platform for attitudinal learning, and recommendations for their successful use. The recommendations include the importance of creating a collaborative instructor team, establishing high instructor presence, using interactive and collaborative learning activities, and receiving support from platform providers and institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01