| Property | Value |
|---|
|
?:abstract
|
-
While the hype around Massive Open Online Courses (MOOCs) has subsided in the past few years, such environments provide a rich opportunity to explore ongoing questions at the intersection of teaching, learning, and technology. This paper explores how a set of facilitation teams described enacting their learner-centered pedagogical aspirations through MOOC platforms. Drawing on in-depth interviews, we present a set of six facilitator actions: “giving up control,” “distributing facilitation,” “being live,” “amplifying,” “modeling,” and “being explicit.” We discuss these actions as emerging from the negotiation between existing pedagogical aspirations and the realities of a new medium, highlighting how they involve facilitators both stepping back (making space for and foregrounding learner expertise and perspectives) and stepping in (intervening and directing as a facilitator). This research contributes to the ongoing work of articulating the substance and specificity of teaching in learner-centered pedagogy and the persistent challenges of enacting that pedagogy in massive, online spaces.
|
|
is
?:annotates
of
|
|
|
?:creator
|
|
|
?:doi
|
-
10.1016/j.compedu.2020.104042
|
|
?:doi
|
|
|
?:journal
|
|
|
?:license
|
|
|
?:pdf_json_files
|
-
document_parses/pdf_json/ce6ba19e6cb773ef56645ad3ced5bd25ea624484.json; document_parses/pdf_json/88ad844a9d565be1103e640a9a59a325da87e2a2.json
|
|
?:pmc_json_files
|
-
document_parses/pmc_json/PMC7554482.xml.json
|
|
?:pmcid
|
|
|
?:pmid
|
|
|
?:pmid
|
|
|
?:publication_isRelatedTo_Disease
|
|
|
?:sha_id
|
|
|
?:source
|
|
|
?:title
|
-
Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs
|
|
?:type
|
|
|
?:year
|
|
![[This page as RDF]](https://research.tib.eu/covid-19/static/rdf-icon.gif){kind=icon}