Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs
Instructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological method...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2021-04-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/5/203 |
| _version_ | 1797536270220525568 |
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| author | Chi-Cheng Chang Yao-Hua Wang |
| author_facet | Chi-Cheng Chang Yao-Hua Wang |
| author_sort | Chi-Cheng Chang |
| collection | DOAJ |
| description | Instructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors’ experiences were found to be the following: (1) affinity—knowing how to provide MOOC material that is approachable; (2) ability to tell a story—knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude—broadening a learner’s horizon is more important than lecturing on knowledge; (4) altruism—concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing—having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors’ experiences. |
| first_indexed | 2024-03-10T11:57:18Z |
| format | Article |
| id | doaj.art-bc852c21a8e548ab8cc1b08a47d0089a |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T11:57:18Z |
| publishDate | 2021-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-bc852c21a8e548ab8cc1b08a47d0089a2023-11-21T17:13:00ZengMDPI AGEducation Sciences2227-71022021-04-0111520310.3390/educsci11050203Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCsChi-Cheng Chang0Yao-Hua Wang1Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei 106, TaiwanInformation Technology Center, National Taiwan Normal University, Taipei 106, TaiwanInstructors’ experiences in MOOCs assist their curriculum development and teaching skills as well as professional growth, which is seldom explored. The study examined and reflected on the commonalities of instructors’ experiences in Massive Open Online Courses (MOOC) based on phenomenological methodology with thematic analysis. By summarizing the commonalities in phenomenology from the implicit experiences of the instructors who were interviewed, commonalities of MOOC instructors’ experiences were found to be the following: (1) affinity—knowing how to provide MOOC material that is approachable; (2) ability to tell a story—knowing how to write and direct a video that contains a story or scenarios for classes as innovative teaching; (3) macro attitude—broadening a learner’s horizon is more important than lecturing on knowledge; (4) altruism—concerning the welfare of students rather than personal fame and fortune; and (5) learning by doing—having a passion for innovative teaching and bravely implementing it. Finally, several suggestions and inspirations were given based upon the reflections on the commonalities of MOOC instructors’ experiences.https://www.mdpi.com/2227-7102/11/5/203instructor experienceexperiential commonalityMOOCphenomenology |
| spellingShingle | Chi-Cheng Chang Yao-Hua Wang Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs Education Sciences instructor experience experiential commonality MOOC phenomenology |
| title | Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs |
| title_full | Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs |
| title_fullStr | Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs |
| title_full_unstemmed | Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs |
| title_short | Using Phenomenological Methodology with Thematic Analysis to Examine and Reflect on Commonalities of Instructors’ Experiences in MOOCs |
| title_sort | using phenomenological methodology with thematic analysis to examine and reflect on commonalities of instructors experiences in moocs |
| topic | instructor experience experiential commonality MOOC phenomenology |
| url | https://www.mdpi.com/2227-7102/11/5/203 |
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