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Design Considerations for MOOCs with Mathematics Education Context: Let's Listen to the Voice of Learners

Artigo2022

Katibe Gizem Yig

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Resumo

Massive open online courses (MOOCs) can be designed with different pedagogical approaches and course components as in face-to-face courses. In this context, the development of some standards and field-specific design principles related to MOOCs is seen as a critical step for the creation of quality online courses. The aim of this study is to examine the MOOC experiences of the learners in mathematics education and proposing reflections about design principles of MOOCs for mathematics education. In this respect, the MOOC experiences of 30 teacher candidates enrolled in MOOCs (with mathematic education context) were analyzed, and the general course structure, pedagogical orientations, and mathematical connection elements used in these MOOCs were examined. The data obtained from the participants revealed a comprehensive course evaluation structure including 7 categories and 85 codes under 3 themes and mathematical connection findings consisting of 3 categories and 3 subcategories. The research findings uncovered that teacher candidates had course experiences that differed according to national/international MOOC evaluation criteria in terms of audiovisual elements, video/course durations, interaction-feedback features, teaching methods, measurement/evaluation, and mathematical connection dimensions. Course evaluation codes/propositions and mathematical connection findings that emerge as a result of this research can be considered as a resource that can be used in the design of MOOCs to be planned in mathematics education.

Dados da obra

Tipo
Artigo
Periódico
Asian Journal of Distance Education
Ano
2022
Idioma
en
Palavras-chave
MOOCs; Mathematics Education; Mathematics Instruction; Instructional Design; Student Attitudes; Preservice Teachers; Course Evaluation; Teaching Methods; Mathematics Teachers; Secondary School Teachers; Distance Education
Temas
Tecnologias Digitais
ISSN
1347-9008
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YIG, Katibe Gizem. Design Considerations for MOOCs with Mathematics Education Context: Let's Listen to the Voice of Learners. Asian Journal of Distance Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1373861. Acesso em: 5 nov. 2026.

APA

Yig, K. G. (2022). Design Considerations for MOOCs with Mathematics Education Context: Let's Listen to the Voice of Learners. Asian Journal of Distance Education. https://eric.ed.gov/?id=EJ1373861

BibTeX
@article{yig2022,
  author = {Yig, Katibe Gizem},
  title = {Design Considerations for MOOCs with Mathematics Education Context: Let's Listen to the Voice of Learners},
  year = {2022},
  journal = {Asian Journal of Distance Education},
  url = {https://eric.ed.gov/?id=EJ1373861},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yig, Katibe Gizem
TI  - Design Considerations for MOOCs with Mathematics Education Context: Let's Listen to the Voice of Learners
PY  - 2022
JO  - Asian Journal of Distance Education
UR  - https://eric.ed.gov/?id=EJ1373861
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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