ABSTRACT

As massive open online courses (MOOCs) proliferate, a better understanding of MOOC instructors is essential. This study examined the motivation as well as the career and professional development of 142 MOOC instructors using a mixed-methods approach entailing an online survey combined with six MOOC instructor interviews. The research findings indicated that instructors’ motivation to teach MOOCs primarily related to intrinsic motivation. Importantly, this study classified the motivational factors of MOOC instructors into seven categories. While the frustrations of MOOC instructors included time for creating MOOCs and a lack of interaction in MOOCs caused, in part, by heavy reliance on asynchronous communication, many perceived that MOOC teaching positively influenced their professional development. Most MOOC instructors learned how to teach MOOCs informally and individually. Nevertheless, they tried to help other MOOC instructors. This study points to the strong need for professional development of MOOC instructors in developing and effectively MOOCs.

摘要

随着大规模的在线公开课程（MOOC）的激增，对MOOC老师的更好理解至关重要。这项研究采用混合方法，通过在线调查与六个MOOC教练访谈相结合的方法，研究了142名MOOC教练的动机以及职业和职业发展。研究结果表明，教师教MOOC的动机主要与内在动机有关。重要的是，本研究将MOOC老师的动机因素分为七个类别。尽管MOOC讲师的挫败感包括创建MOOC的时间以及MOOC中缺乏交互性，部分原因是由于严重依赖异步通信，但许多人认为MOOC教学对他们的职业发展产生了积极影响。大多数MOOC讲师学习了如何非正式地和单独地教MOOC。然而，他们试图帮助其他MOOC讲师。这项研究表明，在发展和有效建立MOOC方面，强烈需要MOOC教练的专业发展。