From Higher Education to Open Education: Challenges in the Transformation of an Online Traditional Course

Autor/in	Núñez, José Luis Martín
Titel	From Higher Education to Open Education: Challenges in the Transformation of an Online Traditional Course
Quelle	In: IEEE Transactions on Education, 60 (2017) 2, S.134-142 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2016.2607693
Schlagwörter	Open Education; Online Courses; Barriers; Educational Change; Student Surveys; Student Attitudes; Student Satisfaction; Instructional Design; Engineering Education; Distance Education; Active Learning; Student Projects; Educational Resources; Learning Activities; Instructional Development; College Students; Foreign Countries; Case Studies; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Bildungsreform; Schülerbefragung; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Ingenieurausbildung; Distance study; Distance learning; Fernunterricht; Aktives Lernen; Schulprojekt; Bildungsmittel; Lernaktivität; Teaching improvement; Unterrichtsentwicklung; Collegestudent; Ausland; Case study; Fallstudie; Case Study; Statistische Analyse; Spanien
Abstract	Open education has revolutionized the educational environment. Massive open online courses have become the main showcase for open educational resources, but the competition to establish a position in this movement has led to the rapid publication of many courses of arguable quality. This paper presents and analyzes the process of creating a small private online course that meets the requirements to be offered as a massive course. The starting point was an online higher education course that had previously been published as OpenCourseWare. In this paper, data were examined from 112 students enrolled in four different academic years, during which changes were progressively incorporated to transform the traditional course to an open course. The results show an improvement in students' perceptions of resources and assessments and in their overall satisfaction. New assessment tools were developed and validated, without affecting the academic results. The process had positive effects on the instructional design of the final course, but some risks were identified when the course was adapted as a massive course. The final course provides useful input for future developments and a more effective student-focused methodology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01