Denotations Pertaining to Teaching Experiences of Massive Open Online Courses on the Basis of the Phenomenological Perspective

This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological p...

Full description

Saved in:
Bibliographic Details
Published inJiao yu ke xue yan jiu qi kan Vol. 63; no. 1; p. 141
Main Authors Yao-Hua, Wang, Chi-Cheng, Chang
Format Journal Article
LanguageChinese
Published Taipei National Taiwan Normal University, Dept of Education 01.03.2018
Subjects
Data Analysis
Distance learning
Educational materials
MOOCs
Online Courses
Online instruction
Phenomenology
Teaching
Online AccessGet full text

Cover

More Information
Summary:This study analyzes the denotations pertaining to instructors’ teaching experiences of Massive Open Online Courses (MOOCs). By conducting a detailed phenomenological interview and data analysis, the study provides the denotations pertaining to common human phenomena through intrinsic psychological processes experienced by the instructors. The denotations were described on the basis of five perspectives—Delivering a learner-centered message, editing a teaching video with a story scenario, valuing the diversity of the learning experience over the acquisition of basic knowledge, setting aside fame and profit during teaching, and displaying the power of enthusiastic innovative teaching. On the basis of the five aforementioned descriptions, five denotations of teaching experiences were identified. (1) Transfer of professional practical experiences: This category involves preparing teaching materials on the basis of practical experience. Such materials differ from the contents of traditional courses and enable stud
ISSN:2073-753X
DOI:10.6209/JORIES.2018.63(1).05