MOOCs in der Hochschullehre: Motive und Erwartungen von Lehrenden und Studierenden
MOOCs in higher education: Motives and expectations of university teachers and students
Journal article › Research › Peer reviewed
Publication data
| By | Carolin Flerlage, Andrea Bernholt, Ilka Parchmann |
| Original language | German |
| Published in | Zeitschrift für Hochschulentwicklung, 18(1) |
| Pages | 171–191 |
| Editor (Publisher) | Verein Forum Neue Medien in der Lehre Austria |
| ISSN | 2219-6994 |
| DOI/Link | https://doi.org/10.3217/zfhe-18-01/10 |
| Publication status | Published – 03.2023 |
| Keywords | Motivation, Studierendde, Einstellungen, Hochschullehrende, Massive Open Online Courses (MOOCs) |
As potential users and developers, teachers play an important role in the discourse
on Massive Open Online Courses (MOOCs) in higher education. Meeting student
expectations is also crucial for a broad implementation of MOOCs in higher education teaching. Based on a questionnaire given to 445 university teachers and
1644 students from Schleswig-Holstein, the current study shows that teachers with
and without MOOC experience have similar motives and attitudes regarding digital
educational content. Unlike students, teachers favor collaborative, seminar-like
formats. For students, both clear structures and options are most important.
