The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants’ actual practices. The “Humanizing Online Teaching and Learning” or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, survey and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers, and the increase in self-efficacy as a result of personal accomplishment, impacted the participants’ will to implement what was learned into their teaching practice.

中文翻译：

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从设计到影响：HumanMOOC参与者学习和实施的现象学研究

这项研究的目的是通过将围绕MOOC有效性的叙述从课程完成和认证问题转变为这些课程对参与者实际操作的影响，从而将重点转移到大规模开放在线课程（MOOC）研究上。“人性化在线教与学”（HumanMOOC）共提供了四次，共有2,614名参与者参加，并涵盖了探究社区框架要素的主题：社会存在，教学存在和认知存在。通过现象学探究，文献综述，人口统计学，调查和访谈，研究人员收集并分析了完成HumanMOOC的学习者的信息。编码分析过程中出现的三个访谈主题是：学习旅行者，我想我可以，并带回教室。参与和克服障碍的意图，以及个人成就所带来的自我效能的提高，影响了参与者将所学内容应用到他们的教学实践中的意愿。