TY - JOUR
T1 - Challenges concerning deep learning in SPOCs
AU - Filius, Renée M.
AU - De Kleijn, Renske A.M.
AU - Uijl, Sabine G.
AU - Prins, Frans J.
AU - Van Rijen, Harold V.M.
AU - Grobbee, Diederick E.
N1 - Funding Information:
The study was approved by the Dutch Ethical Board for research in education (NVMO, the Netherlands Association for Medical Education, approval no 210). The NVMO is an independent association that carries out activities for anyone involved in medical and health care education in the Netherlands and Flanders (Belgium).
Publisher Copyright:
Copyright © 2018 Inderscience Enterprises Ltd.
PY - 2018
Y1 - 2018
N2 - Higher education institutions aim for deep learning and are increasingly providing their education through an online medium. SPOCs are a specific form of online education that has rapidly grown in the last decade. In this study, 11 SPOC instructors have been interviewed about the challenges they face when the aim is to promote deep learning. Five main challenges in achieving deep learning in SPOCs were identified: 1) Alignment in learning activities, 2) Insight into students' needs, 3) Adaptivity in teaching strategy, 4) Social cohesion and 5) Creating dialogue. These results indicate that SPOCs have distinctive challenges compared to other forms of online education. Instructors may have to place more emphasis on the social and teaching activities compared to the cognitive activities of the course. Instructors can take the results into account while developing and teaching SPOCs. Consequently, it shows the need for training in how to design and teach SPOCs.
AB - Higher education institutions aim for deep learning and are increasingly providing their education through an online medium. SPOCs are a specific form of online education that has rapidly grown in the last decade. In this study, 11 SPOC instructors have been interviewed about the challenges they face when the aim is to promote deep learning. Five main challenges in achieving deep learning in SPOCs were identified: 1) Alignment in learning activities, 2) Insight into students' needs, 3) Adaptivity in teaching strategy, 4) Social cohesion and 5) Creating dialogue. These results indicate that SPOCs have distinctive challenges compared to other forms of online education. Instructors may have to place more emphasis on the social and teaching activities compared to the cognitive activities of the course. Instructors can take the results into account while developing and teaching SPOCs. Consequently, it shows the need for training in how to design and teach SPOCs.
KW - Challenges
KW - Community of inquiry
KW - Deep learning
KW - MOOCs
KW - Online education
KW - Online learning
KW - SPOCs
KW - Teaching/learning strategies
UR - http://www.scopus.com/inward/record.url?scp=85037688183&partnerID=8YFLogxK
U2 - 10.1504/IJTEL.2018.088341
DO - 10.1504/IJTEL.2018.088341
M3 - Article
AN - SCOPUS:85037688183
SN - 1753-5255
VL - 10
SP - 111
EP - 127
JO - International Journal of Technology Enhanced Learning
JF - International Journal of Technology Enhanced Learning
IS - 1-2
ER -