Discussions regarding the instructional and learning value of Massive Open Online Courses (MOOCs) include the question of whether or not MOOC learners gain much value, if any at all, and has been a continuing debate since MOOCs began. Skeptics argue that MOOCs lack academic rigor and are superficial, while proponents praise them as addressing important global issues of educational access and affordability, providing pathways to more substantial learning opportunities. An important viewpoint in this conversation that warrants consideration is that of the professors/instructors who teach MOOCs and how they perceive the quality of learning that takes place in their MOOCs. In this study, semi-structured qualitative interviews were used with three MOOC instructors and an inductive analysis approach that resulted in the emergence of three main themes. The findings from this study suggest that instructors do believe that quality learning can take place within a MOOC and is often accomplished through social constructivism and self-regulated learning approaches. Discussions, dialogues, negotiations, collaborations as well as learners accomplishing their intended goals in the course were all considered to be manifestations of quality learning in a MOOC. Implications of the findings for additional research and practice are also discussed.

中文翻译：

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他们所教的MOOC中教师对质量学习的理解

关于大规模开放在线课程（MOOC）的教学和学习价值的讨论包括MOOC学习者是否获得很多价值（如果有的话）的问题，并且自MOOC成立以来一直是持续的辩论。怀疑论者认为，MOOC缺乏学术上的严谨和肤浅，而支持者则称赞他们解决了重要的全球性教育机会和可负担性问题，为获得更多实质性学习机会提供了途径。这次对话中值得考虑的一个重要观点是教授MOOC的教授/讲师，以及他们如何看待其MOOC中学习的质量。在这项研究中，半结构化定性访谈与三位MOOC讲师一起使用，归纳分析方法导致了三个主要主题的出现。这项研究的结果表明，教师的确相信高质量的学习可以在MOOC内进行，并且通常是通过社会建构主义和自我调节的学习方法来完成的。讨论，对话，谈判，合作以及学习者在课程中实现预定目标均被视为MOOC中高质量学习的体现。还讨论了这些发现对其他研究和实践的影响。合作以及学习者在课程中实现了预期的目标，都被视为MOOC中高质量学习的体现。还讨论了这些发现对其他研究和实践的影响。合作以及学习者在课程中实现了预期的目标，都被视为MOOC中高质量学习的体现。还讨论了这些发现对其他研究和实践的影响。