The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development

Autor/inn/en	Annabi, Carrie Amani; Wilkins, Stephen
Titel	The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development
Quelle	In: International Journal of Educational Management, 30 (2016) 6, S.959-975 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-05-2015-0057
Schlagwörter	Online Courses; Large Group Instruction; Accreditation (Institutions); Higher Education; International Cooperation; Prior Learning; Delivery Systems; Professional Development; Multicampus Colleges; Foreign Countries; Semi Structured Interviews; Focus Groups; Teacher Attitudes; Content Analysis; Supplementary Education; United Arab Emirates + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Kooperation; Internationale Zusammenarbeit; Vorkenntnisse; Auslieferung; Ausland; Lehrerverhalten; Inhaltsanalyse; Ergänzungsunterricht; Vereinigte Arabische Emirate
Abstract	Purpose: The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students' prior learning, in programme delivery at international branch campuses, and for lecturers' professional development (PD) in transnational higher education. Design/methodology/approach: The data were obtained from two international branch campuses in the United Arab Emirates. The research adopted a qualitative methodology that involved 20 lecturers participating in semi-structured interviews and ten lecturers participating in a focus group. A rigorous process of content analysis was used to analyse and interpret the data. Findings: Lecturers in transnational higher education perceived that MOOCs were not suitable for accredited prior learning but that they might be useful as a supplementary resource for student learning and for personal PD. There was a strong belief that as international branch campuses offered a commodified product, MOOCs were unlikely to be adopted as a replacement for traditional programme delivery methods, as students strongly prefer face-to-face teaching and support. Practical implications: The research has identified a number of recommendations for higher education institutions operating in transnational settings, which might improve both institutional and individual performance. Institutions that intend to use MOOCs in programme delivery should consider how their students and staff would react to such a move, and how this might impact upon institutional image and reputation. Originality/value: Surprisingly, there has been little academic research published on the use of MOOCs in higher education, and to the authors' knowledge, this is the first study conducted in a transnational education setting. The uniqueness of the environment in which international branch campuses operate, as well as their different objectives and student profiles, provide the rationale for this research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01