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The purpose of this study is to examine the faculty members’ tendency to conduct a Massive Open Online Course (MOOC) and the factors affecting these tendencies. In this study, the sectional survey model, a quantitative research method, was used. The study group is comprised of 122 faculty members working at a major state university in Turkey and selected by using a random stratified sampling method. During the research process, the faculty members were informed about the MOOCs, and data were collected through questionnaires. According to the results of the research, 34.4% of the faculty members were willing to conduct MOOC and the main aim of teaching MOOC was to share their knowledge and experience with the masses. According to the faculty members, it is seen that it is more appropriate to conduct MOOC with expert and experienced faculty members. Factors such as providing benefits to corporate development and promotion, supporting lifelong learning, and creating reliable sources of information on the Internet are considered positive elements for conducting MOOC, while it has been determined that concerns on issues such as adequate time, copyright, and instructional design experience adversely affect conducting MOOC. In addition, it was revealed that faculty members expected institutional incentives including technical infrastructure and information. In line with the results obtained from the study, suggestions were made for the institutions wishing to conduct MOOCs and for researchers wishing to conduct studies about MOOCs.

The purpose of this study is to examine the faculty members' tendency to conduct a Massive Open Online Course (MOOC) and the factors affecting these tendencies. In this study, the sectional survey model, a quantitative research method, was used. The study group is comprised of 122 faculty members working at a major state university in Turkey and selected by using a random stratified sampling method. During the research process, the faculty members were informed about the MOOCs, and data were collected through questionnaires. According to the results of the research, 34.4% of the faculty members were willing to conduct MOOC and the main aim of teaching MOOC was to share their knowledge and experience with the masses. According to the faculty members, it is seen that it is more appropriate to conduct MOOC with expert and experienced faculty members. Factors such as providing benefits to corporate development and promotion, supporting lifelong learning, and creating reliable sources of information on the Internet are considered positive elements for conducting MOOC, while it has been determined that concerns on issues such as adequate time, copyright, and instructional design experience adversely affect conducting MOOC. In addition, it was revealed that faculty members expected institutional incentives including technical infrastructure and information. In line with the results obtained from the study, suggestions were made for the institutions wishing to conduct MOOCs and for researchers wishing to conduct studies about MOOCs. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the faculty members’ tendency to conduct a Massive Open Online Course (MOOC) and the factors affecting these tendencies. In this study, the sectional survey model, a quantitative research method, was used. The study group is comprised of 122 faculty members working at a major state university in Turkey and selected by using a random stratified sampling method. During the research process, the faculty members were informed about the MOOCs, and data were collected through questionnaires. According to the results of the research, 34.4% of the faculty members were willing to conduct MOOC and the main aim of teaching MOOC was to share their knowledge and experience with the masses. According to the faculty members, it is seen that it is more appropriate to conduct MOOC with expert and experienced faculty members. Factors such as providing benefits to corporate development and promotion, supporting lifelong learning, and creating reliable sources of information on the Internet are considered positive elements for conducting MOOC, while it has been determined that concerns on issues such as adequate time, copyright, and instructional design experience adversely affect conducting MOOC. In addition, it was revealed that faculty members expected institutional incentives including technical infrastructure and information. In line with the results obtained from the study, suggestions were made for the institutions wishing to conduct MOOCs and for researchers wishing to conduct studies about MOOCs.

The present study is the result of the research question: How do teachers promote immediacy through interaction with their students in online graduate courses? Research was carried out at Tecnológico de Monterrey, a Mexican private university that offers online courses. The research methodology employed a qualitative approach of virtual ethnography, which entails non-participative observation and interviews with head professors and teaching assistants with the purpose of exploring the manner in which teachers foster immediacy in the discussion forums of online courses. The findings are organized into three main categories: instructional design, forms of communication and teaching strategies promoting immediacy, which show the manner in which teachers use immediacy when interacting with their students; immediacy that was also found in the administrative and academic forums of the online courses researched.

This paper describes the authors’ experience of remixing two existing OER courses to provide an OER course for a particular purpose and context. The developing country target environment is stated as well as the original resources’ provenance. The motivation for remixing these OER is explored, and the design of the adapted resource is described followed by notes on the implementation and evaluation of the remixed ‘Facilitating Online Learning’ pilot course. Lessons learned include that remixing existing OER courses with similar licenses is an achievable undertaking, and OER will be reused if they are deemed to be contextually relevant. It follows that the content, nature, and deployment environment of the OER is important as is its licensing for reuse. The practical illustration of a simple remix experience is significant, as there is little literature available on remixing OER. Sharing this experience is intended to encourage and inform other such remix projects.

Increasingly, academics and scholarly practitioners are faced with addressing the expectations of and demands by a new wave of entrants to the online higher education marketplace: the multicultural, multilingual, techno-savvy (MMTS) student. The goal of this paper is to share real-world experiences captured in a global classroom (online and blended formats) and to discuss the findings of a survey conducted at an American university. The intent is to stimulate reflection among faculty, instructional designers, and students on what may be “good, better, or just right” for online and blended instruction. The authors explore in detail the perspectives and satisfaction rates of the MMTS student in relation to course design, course content, and course delivery and offer ways to foster a dynamic learning and teaching experience.