Advertisement

Motivations of Teaching in Massive Open Online Course: Review of the Literature

  • Muhammad Aliif AhmadEmail author
  • Ab Razak Che Hussin
  • Ahmad Fadhil Yusof
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 1073)

Abstract

The emergence of Massive Open Online Course (MOOC) had changed the landscape of Higher Education in the world. To date, studies in MOOC have focused largely on student perspectives. However, instructor in MOOC plays a critical role in facilitating the courses and should also had a proper attention. One of the key aspects regarding instructors is their experiences in teaching MOOC, especially their motivations. This is because motivations can positively influence them in teaching MOOC and it is important to recognize it in order to encourage and leverage the instructor’s motivation. This study aims to shed lights on this issue by investigating the literature on the motivations that affects instructor in teaching MOOC. Systematic Literature Review (SLR) is conducted on the recent literature from 2015 to 2018. 39 instructor’s perspectives studies in MOOC had been discovered where 10 studies were selected as primary studies. The results provide the current characteristics of studies and motivations of instructor in teaching MOOC. There were 5 intrinsic and 17 extrinsic motivations that had been identified. Based from the results, we categorize them to 3 main themes of motivations; enjoyment in helping students, professional development and reputation enhancement.

Keywords

Disruptive innovation SLR MOOC Instructor perspectives Motivations 

Notes

Acknowledgement

This authors would like to extend gratitude towards MyBrain15 scholarship from the Ministry of Higher Education (MOHE) and Universiti Teknologi Malaysia (UTM).

References

  1. 1.
    Breslow, L.: MOOC research: some of what we know and avenues for the future. In: De Corte, E., Engwall, L., Teichler, U. (eds.) From Books to MOOCs? Emerging Models of Learning and Teaching in Higher Education, pp. 57–67. Portland Press, London (2016)Google Scholar
  2. 2.
    Clow, D.: MOOCs and the funnel of participation. In: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 185–189 (2013)Google Scholar
  3. 3.
    Zheng, S., Rosson, M.B., Shih, P.C., Carroll, J.M.: Understanding student motivation, behaviors and perceptions in MOOCs. In: The Proceedings of the 2015 ACM Conference on Computer Supported Cooperative Work (2015)Google Scholar
  4. 4.
    Kizilcec, R.F., Schneider, E.: Motivation as a lens to understand online learners: toward data-driven design with the OLEI scale. ACM Trans. Comput.-Hum. Interact. (TOCHI) 22(2), 6 (2015)CrossRefGoogle Scholar
  5. 5.
    Zheng, S., Rosson, M.B., Shih, P.C., Carroll, J.M.: Designing massive open online courses as interactive places for collaborative learning. In: The Proceedings of the 2015 ACM Conference on Learning at Scale (2015)Google Scholar
  6. 6.
    Kizilcec, R.F., Piech, C., Schneider, E.: Deconstructing disengagement: analyzing learner subpopulations in massive open online courses. In: Proceedings of the Third International Conference on Learning Analytics and Knowledge, pp. 170–179 (2013)Google Scholar
  7. 7.
    Liyanagunawardena, T.R., Adams, A.A., Williams, S.A.: MOOCs: a systematic study of the published literature 2008–2012. Int. Rev. Res. Open Distrib. Learn. 14(3), 202–227 (2013)Google Scholar
  8. 8.
    Veletsianos, G., Shepherdson, P.: A systematic analysis and synthesis of the empirical MOOC literature published in 2013–2015. Int. Rev. Res. Open Distrib. Learn. 17(2) (2016)Google Scholar
  9. 9.
    Hew, K.F.: Promoting engagement in online courses: what strategies can we learn from three highly rated MOOCS. Br. J. Educ. Technol. 47(2), 320–341 (2016)CrossRefGoogle Scholar
  10. 10.
    Zheng, S., Wisniewski, P., Rosson, M.B., Carroll, J.M.: Ask the instructors: motivations and challenges of teaching massive open online courses. In: Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing, pp. 206–221. ACM, February 2016Google Scholar
  11. 11.
    Roth, M.S.: My modern experience teaching a MOOC. Chron. High. Educ. 59(34), B18–B21 (2013)Google Scholar
  12. 12.
    Hew, K.F., Sum, C.W.: Students’ and instructors’ use of massive open online courses (MOOCs): motivations and challenges. Educ. Res. Rev. 12, 45–58 (2014)CrossRefGoogle Scholar
  13. 13.
    Kolowich, S.: The professors who make the MOOCs. Chron. High. Educ. 59(28), A20–A23 (2013)Google Scholar
  14. 14.
    Hanafizadeh, P., Keating, B.W., Khedmatgozar, H.R.: A systematic review of Internet banking adoption. Telemat. Inf. 31(3), 492–510 (2014)CrossRefGoogle Scholar
  15. 15.
    Kitchenham, B., Charters, S.: Guidelines for performing systematic literature reviews in software engineering, Keele University and University of Durham, Vol. 2, pp. 1051 (2007)Google Scholar
  16. 16.
    Sanchez-Gordon, S., Luján-Mora, S.: Research challenges in accessible MOOCs: a systematic literature review 2008–2016. Univ. Access Inf. Soc. 1–15 (2017)Google Scholar
  17. 17.
    Liang, T.-P., Turban, E.: Introduction to the special issue social commerce: a research framework for social commerce. Int. J. Electron. Commer. 16(2), 5–14 (2011)CrossRefGoogle Scholar
  18. 18.
    Urrutia, M.L., Fielding, S., White, S.: Professional development through MOOCs in higher education institutions: challenges and opportunities for Ph.D. students working as mentors. J. Interact. Media Educ. 1, 1–11 (2016)Google Scholar
  19. 19.
    Evans, S., Myrick, J.G.: How MOOC instructors view the pedagogy and purposes of massive open online courses. Distance Educ. 36(3), 295–311 (2015)CrossRefGoogle Scholar
  20. 20.
    Najafi, H., Rolheiser, C., Harrison, L., Håklev, S.: University of Toronto instructors’ experiences with developing MOOCs. Int. Rev. Res. Open Distrib. Learn. 16(3) (2015)Google Scholar
  21. 21.
    Mercado-Varela, M.A., Beltran, J., Perez, M.V., Vazquez, N.R., Ramirez-Montoya, M.S.: Connectivity of learning in MOOCs: facilitators’ experiences in team teaching. Turkish Online J. Distance Educ. 18(1), 143–156 (2017)CrossRefGoogle Scholar
  22. 22.
    Urrutia, M.L., Cobos, R., Dickens, K.: Internal perspectives of MOOCs in universities. In: Proceedings of EMOOCs 2017 (2017)Google Scholar
  23. 23.
    Griffiths, R., Mulhern, C., Spies, R., Chingos, M.: Adopting MOOCS on campus: a collaborative effort to test MOOCS on campuses of the university system of Maryland. Online Learn. 19(2), n2 (2015)Google Scholar
  24. 24.
    Loizzo, J., Watson, S.L., Watson, W.R.: Examining instructor and learner experiences and attitude change in a journalism for social change massive open online course: a mixed-methods case study. J. Mass Commun. Educ. 73, 392–409 (2017)Google Scholar
  25. 25.
    Blackmon, S.: MOOC makers: professors’ experiences with developing and delivering MOOCs. Int. Rev. Res. Open Distrib. Learn. 19(4) (2018)Google Scholar
  26. 26.
    Gil-Jaurena, I., Domínguez, D.: Teachers’ roles in light of massive open online courses (MOOCs): evolution and challenges in higher distance education. Int. Rev. Educ. 64, 197 (2018)CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  • Muhammad Aliif Ahmad
    • 1
    Email author
  • Ab Razak Che Hussin
    • 1
  • Ahmad Fadhil Yusof
    • 1
  1. 1.Universiti Teknologi MalaysiaJohor BahruMalaysia

Personalised recommendations