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

Hendriks, R.A. (2022)

Doctoral Thesis

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.

• MOOC Integration
• Teaching and Learning
• Instructional Design Quality
• Motivation
• Self-regulated Learning
• Goal-Setting
• Formal learning
• Informal learning
• Higher Education

• All authors: Hendriks, R.A.
• Supervisor: Reinders, M.E.J.; Admiraal, W.F.
• Co-supervisor: Jong, P.G.M. de
• Committee: Specht, M.; Jarodzka, H.M.; Saab, N.; Dekker, F.W.
• Qualification: Doctor (dr.)
• Awarding Institution: Faculty of Medicine, Leiden University Medical Center (LUMC), Leiden University
• Date: 2022-10-11
• ISBN (print): 9789464239034