TY  - JOUR
A1  - Özdemir, Paker Doğu
A1  - Kurban, Caroline Fell
A1  - Pekkan, Zelha Tunç
T1  - MOOC-Based Online Instruction
T2  - EMOOCs 2021
N2  - If taking a flipped learning approach, MOOC content can be used for online pre-class instruction. After which students can put the knowledge they gained from the MOOC into practice either synchronously or asynchronously. This study examined one such, asynchronous, course in teacher education. The course ran with 40 students over 13 weeks from February to May 2020. A case study approach was followed using mixed methods to assess the efficacy of the course. Quantitative data was gathered on achievement of learning outcomes, online engagement, and satisfaction. Qualitative data was gathered via student interviews from which a thematic analysis was undertaken. From a combined analysis of the data, three themes emerged as pertinent to course efficacy: quality and quantity of communication and collaboration; suitability of the MOOC; and significance for career development.
Y1  - 2021
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/51690
UR  - https://nbn-resolving.org/urn:nbn:de:kobv:517-opus4-516900
SN  - 978-3-86956-512-5
VL  - 2021
SP  - 17
EP  - 33
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -