Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in Moocs
Bibliographic Data
| ID | 22042879 |
|---|---|
| Authors | Chi‐Cheng Chang (0000-0003-1579-1987, National Taiwan Normal University, corresponding author), Yao-Hua Wang (National Taiwan Normal University) |
| Year | 2021 |
| Volume | 11 |
| Issue | 5 |
| Pages | 203 |
| Publication date | 2021-04-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11050203 |
| OpenAlex | W3158756469 |
| Language | EN |
| Citations received | 7 |
| References cited | 22 |
Instructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors’ experiences were found to be the following: (1) affinity—knowing how to provide MOOC material that is approachable; (2) ability to tell a story—knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude—broadening a learner’s horizon is more important than lecturing on knowledge; (4) altruism—concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing—having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors’ experiences
Curriculum · Epistemology · Interpretative phenomenological analysis · Mathematics education · Passion · Pedagogy · Qualitative research · Sociology · Thematic analysis · Online and Blended Learning · Online Learning and Analytics · Psychology · Social Psychology
Gendering sugarcane farming
Ghanaian college teachers’ experiences and perceptions of traditional environmental beliefs and practices
Child labor in artisanal and small-scale mining
Batok
Leading on the Edge
Exploring the barriers to mental health help-seeking among African Migrants in Australia
Exploring the use of Heidegger's Phenomenological Approach to Delve Into the Learning Experiences of Homosexual Learners in Mpumalanga Province, South Africa
Applied Thematic Analysis
E‐Learning and the Science of Instruction
The Qualitative Research Interview
Moocs
Students’ and instructors’ use of massive open online courses (Moocs)
A Framework for Applying the Learning Sciences to Mooc Design
Content Analysis in Mass Communication
Making Sense of Moocs
Teachers’ roles in light of massive open online courses (Moocs)
Upscaling the number of learners, fragmenting the role of teachers
| Citations per year | 1.75 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |