Are MOOCs impacting on-campus students? Jul. 2014 | Page 23

discovered an academic in Texas who had used a MOOC to teach his own class
and he had taken part in a webinar with three other academics from other
institutions who had also used MOOCs for education.

The link was unlisted but it

was available to me through his institutional website. The video was extremely rich
in information about each of their courses, reactions that they had along with
feedback from their own students. After contacting the Academic he agreed that I
could use the video.
The following analysis was from the transcribed webinar notes. In order to provide
meaningful context, four case studies have been produced along with a discussion
of the themes. There were four MOOC case studies, covering a range of subjects
including Social Sciences, Computer Programming and Humanities. All of the
participants were Male academics at different institutions. The institutions were:
Princeton, Vanderbilt, Stanford and Rice University. Only one of the MOOCs was
not owned by the institution (Vanderbilt) but the academic had permission from
Coursera to use it within his course on campus. They were all Coursera MOOCs
following an xMOOC model.

Code weight statistics show the levels within the codes, for
example, across all case studies ‘active learning activities’
was tagged against excerpts to highlight forms of active
learning, with levels of activity between 0-9, (N=24, Mean
6.12, Median 5.5) (Figure 2).
FIGURE 2 CODE WEIGHTINGS

MSc Digital Education

University of Edinburgh, 2014

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