While the hype around Massive Open Online Courses (MOOCs) has subsided in the past few years, such environments provide a rich opportunity to explore ongoing questions at the intersection of teaching, learning, and technology. This paper explores how a set of facilitation teams described enacting their learner-centered pedagogical aspirations through MOOC platforms. Drawing on in-depth interviews, we present a set of six facilitator actions: “giving up control,” “distributing facilitation,” “being live,” “amplifying,” “modeling,” and “being explicit.” We discuss these actions as emerging from the negotiation between existing pedagogical aspirations and the realities of a new medium, highlighting how they involve facilitators both stepping back (making space for and foregrounding learner expertise and perspectives) and stepping in (intervening and directing as a facilitator). This research contributes to the ongoing work of articulating the substance and specificity of teaching in learner-centered pedagogy and the persistent challenges of enacting that pedagogy in massive, online spaces.

中文翻译：

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后退和介入：促进 MOOC 中以学习者为中心的体验

虽然围绕大规模开放在线课程 (MOOC) 的炒作在过去几年有所消退，但这样的环境提供了丰富的机会来探索教学、学习和技术交叉领域的持续问题。本文探讨了一组促进团队如何描述通过 MOOC 平台实现他们以学习者为中心的教学抱负。通过深入访谈，我们提出了一组六项促进者行动：“放弃控制”、“分配促进”、“活生生”、“放大”、“建模”和“明确”。我们讨论这些行动是在现有教学愿望与新媒体现实之间的谈判中产生的，强调他们如何让辅导员退后（为学习者的专业知识和观点留出空间和前景）和介入（作为辅导员进行干预和指导）。这项研究有助于阐明以学习者为中心的教学法教学的实质和特殊性，以及在大规模在线空间中实施该教学法所面临的持续挑战。