Finding valuable direction for teaching and learning in campus-integrated Medical Massive Open Online Courses

Abstract

MOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.

In MOOC integration, it is currently unclear how to design for high-quality teaching and learning. We questioned: 'What do medical MOOCs offer for integration into campus education?' (H2 and H3); ‘What does creating and integrating a MOOC entail?’ (H4 and H5); and 'How can learning in integrated MOOCs be supported?' (H6, H7 and H8). For high-quality teaching we conclude: (1) Medical MOOCs offer numerous opportunities for integration, including high-quality, innovative options; (2) Medical MOOCs do not share one profile for teaching modes or quality principles, and each MOOC should be examined; and (3) the practice of MOOC integration is not a simple process and requires time, several steps and specific knowledge. For high-quality learning we conclude: (1) Monitoring motivation and self-regulated learning is essential for support, and personalized motivation support can be linked to integration designs; (2) Trust in the teacher is important for students, and can be the key to promote motivation; and (3) Learning goal acceptance can bridge the gap between the desire to allow students to set personal goals and the practical preference to assign learning goals.