Understanding Instructors’Motivations to Improve MOOC Sustainability
Abstract The global success of Massive Open Online Courses (MOOC) makes its analysis crucial to guarantee the quality, engagement, and best results in their implementation. Much research has been dedicated to understanding learner’s experience and institutional results, but few papers have studied the instructor’s perspective, which is essential to making MOOC a sustainable endeavor. This study has examined the perceived motivation for participating in a MOOC initiative and the impact on their career development for 79 teachers involved in a university experience that has made more than 600 editions of 115 MOOCs with 4 million enrolments. The study aims to confirm and expand previous studies’ findings and consolidate the institutional strategy regarding the resources and dynamics of MOOCs. Main research findings indicate intrinsic motivation factors are essential for MOOC instructors, and the lack of official recognition can be a relevant factor affecting MOOCs’ long-time sustainability.
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Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99. https://doi.org/10.3916/C44-2015-10
Blackmon, S. (2018). MOOC makers: Professors’ experiences with developing and delivering MOOCs. International Review of Research in Open and Distributed Learning, 19(4), 76–91. https://doi.org/10. 19173/irrodl.v19i4.3718
Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, & M. Khribi (Eds.) Open Education: from OERs to MOOCs (pp 315–336). Springer. https://doi.org/10.1007/978-3-662-52925-6_16
Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOC: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305. https://doi.org/10.19173/irrodl.v15i5.1856
Castañeda, L., Esteve-Mon, F., & Postigo_Fuentes, A. (2022). Digital teaching competence development in higher education: Key elements for an institutional strategic approach. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook for Digital Higher Education. Edward Elgar Publishing Ltd.
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B, April 16, 2013. Retrieved from https://bit.ly/3Fz9Hkf. May, 23rd 2022
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. 8th Edition.
Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., Barkham, M., Robotham, D., Rose, D., & Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL. Quality of Life Research, 27(7), 1893-1902. https://doi.org/10.1007/s11136-018-1847-y
Conole, G. (2014). A new classification schema for MOOC. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
Despujol, I., Castañeda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233. https://doi.org/10.17718/tojde.382805
Despujol, I., Castañeda, L., & Turró, C. (2022). What Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown. Sustainability, 14(1), 520. https://doi.org/10.3390/su14010520
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García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018-1030. https://doi.org/10.1016/j.tele.2017.09.012
Gonçalves, B. M. F., & Goncalves, V. B. (2019). Professional Development in MOOC: Teachers Motivation. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE. https://doi.org10.23919/CISTI.2019.8760597
Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, January 2003. https://bit.ly/3WdQPNI
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hirschauer, N., Grüner, S., Mußhoff, O., Becker, C., & Jantsch, A. (2021). Inference using non-random samples? Stop right there! Significance, 18(5), 20-24. https://doi.org/10.1111/1740-9713.01568
Holden, R. R. (2010). Face Validity. In The Corsini Encyclopedia of Psychology (pp. 1-2). https://doi.org/10.1002/9780470479216.corpsy0341
Illanes, P., Lund, S., Mourshed, M., Rutherford, S., & Tyreman. (2018). Retraining and reskilling workers in the age of automation. McKinsey Global institute. https://mck.co/3NtnACO
Khalil, H., & Ebner, M. (2014). MOOC completion rates and possible methods to improve retention a literature review. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1, 1305-1313.
Kolowich, S. (2013). The professors who make the MOOCs. Chronicle of Higher Education, 59(28), A20– A23.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOC: A systematic study of the published literature 2008–2012. The International Review of Research in Open and Distributed Learning, 4(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Llorente-Ruiz, A., Despujol, I., & Castañeda, L. (2021). MOOC como estrategia de nivelación en la enseñanza universitaria: El caso de la Universidad Politécnica de Valencia. Campus Virtuales, 10(2), 9–25.
Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3505
Lugton, M. (2012). What is a MOOC? What Are the Different Types of MOOC? XMOOC and cMOOC. Reflections. http://goo.gl/9Szd6o
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOC). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005
Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2073
OpenedX. (2018). Global Open edX deployments. https://bit.ly/3FDdywP
OpenedX. (2021). Sites powered by Open edX platform. https://bit.ly/3FyLoTC
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. [De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO]. Comunicar, 55, 105-114. https://doi.org/10.3916/C55-2018-10
Papadimitriou, A. (2020). Beyond rhetoric: Reinventing the public mission of higher education. Tertiary Education and Management, 26, 1-4. https://doi.org/10.1007/s11233-019-09046-9
Rasheed, R. A., Kamsin, A., Abdullah, N. A., Zakari, A., & Haruna, K. (2019). A Systematic Mapping Study of the Empirical MOOC Literature. IEEE Access, 7, 124809-124827. https://doi.org/10.1109/ACCESS.2019.2938561
Rodriguez, C. O. (2012). MOOC and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2).
Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. https://doi.org/10.1515/eurodl-2015-0004
Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. 10(1), 13.
Roth, M. (2013). My Modern Experience Teaching a MOOC. Chronicle of Higher Education, 59(34), B18–21.
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. (3rd Ed.). SAGE Publications Ltd.
Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2153
Shah, D. (2016). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. https://bit.ly/3DQeAEz
Shah, D. (2021). By The Numbers: MOOC in 2020. Class Central. https://bit.ly/3zxrHb7
Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Turro, C., Cañero, A., & Busquets, J. (2010). Video learning objects creation with polimedia. In 2010 IEEE International Symposium on Multimedia (pp. 371-376). IEEE. https://doi.org/10.1109/ISM.2010.69
UPV (2021a). Memoria del curso académico 2019-2020. Universitat Politècnica de València (UPV). https://bit.ly/3NrLCxG
UPV (2021b). Convocatoria programa docencia en red 21-22. Universitat Politècnica de València (UPV). https://bit.ly/3fmNb3F
Young-Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. https://doi.org/10.1080/01587919.2020.1724770
Zheng S., Wisniewski P., Rosson M.B., & Carroll J. M. (2016). Ask the Instructors: Motivations and Challenges of Teaching Massive Open Online Courses. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (CSCW '16) (pp. 206–221). Association for Computing Machinery. https://doi.org/10.1145/2818048.2820082
Zhu, M., Bonk, C. J., & Sari, A. R. (2018). Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges. Online Learning, 22(4), Article 4. https://doi.org/10.24059/olj.v22i4.1495
Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99. https://doi.org/10.3916/C44-2015-10
Blackmon, S. (2018). MOOC makers: Professors’ experiences with developing and delivering MOOCs. International Review of Research in Open and Distributed Learning, 19(4), 76–91. https://doi.org/10. 19173/irrodl.v19i4.3718
Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, & M. Khribi (Eds.) Open Education: from OERs to MOOCs (pp 315–336). Springer. https://doi.org/10.1007/978-3-662-52925-6_16
Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOC: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305. https://doi.org/10.19173/irrodl.v15i5.1856
Castañeda, L., Esteve-Mon, F., & Postigo_Fuentes, A. (2022). Digital teaching competence development in higher education: Key elements for an institutional strategic approach. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook for Digital Higher Education. Edward Elgar Publishing Ltd.
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B, April 16, 2013. Retrieved from https://bit.ly/3Fz9Hkf. May, 23rd 2022
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. 8th Edition.
Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., Barkham, M., Robotham, D., Rose, D., & Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL. Quality of Life Research, 27(7), 1893-1902. https://doi.org/10.1007/s11136-018-1847-y
Conole, G. (2014). A new classification schema for MOOC. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
Despujol, I., Castañeda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233. https://doi.org/10.17718/tojde.382805
Despujol, I., Castañeda, L., & Turró, C. (2022). What Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown. Sustainability, 14(1), 520. https://doi.org/10.3390/su14010520
edX (2022). https://www.edx.org/es/search?tab=course
García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018-1030. https://doi.org/10.1016/j.tele.2017.09.012
Gonçalves, B. M. F., & Goncalves, V. B. (2019). Professional Development in MOOC: Teachers Motivation. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE. https://doi.org10.23919/CISTI.2019.8760597
Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, January 2003. https://bit.ly/3WdQPNI
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hirschauer, N., Grüner, S., Mußhoff, O., Becker, C., & Jantsch, A. (2021). Inference using non-random samples? Stop right there! Significance, 18(5), 20-24. https://doi.org/10.1111/1740-9713.01568
Holden, R. R. (2010). Face Validity. In The Corsini Encyclopedia of Psychology (pp. 1-2). https://doi.org/10.1002/9780470479216.corpsy0341
Illanes, P., Lund, S., Mourshed, M., Rutherford, S., & Tyreman. (2018). Retraining and reskilling workers in the age of automation. McKinsey Global institute. https://mck.co/3NtnACO
Khalil, H., & Ebner, M. (2014). MOOC completion rates and possible methods to improve retention a literature review. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1, 1305-1313.
Kolowich, S. (2013). The professors who make the MOOCs. Chronicle of Higher Education, 59(28), A20– A23.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOC: A systematic study of the published literature 2008–2012. The International Review of Research in Open and Distributed Learning, 4(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Llorente-Ruiz, A., Despujol, I., & Castañeda, L. (2021). MOOC como estrategia de nivelación en la enseñanza universitaria: El caso de la Universidad Politécnica de Valencia. Campus Virtuales, 10(2), 9–25.
Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3505
Lugton, M. (2012). What is a MOOC? What Are the Different Types of MOOC? XMOOC and cMOOC. Reflections. http://goo.gl/9Szd6o
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOC). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005
Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2073
OpenedX. (2018). Global Open edX deployments. https://bit.ly/3FDdywP
OpenedX. (2021). Sites powered by Open edX platform. https://bit.ly/3FyLoTC
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. [De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO]. Comunicar, 55, 105-114. https://doi.org/10.3916/C55-2018-10
Papadimitriou, A. (2020). Beyond rhetoric: Reinventing the public mission of higher education. Tertiary Education and Management, 26, 1-4. https://doi.org/10.1007/s11233-019-09046-9
Rasheed, R. A., Kamsin, A., Abdullah, N. A., Zakari, A., & Haruna, K. (2019). A Systematic Mapping Study of the Empirical MOOC Literature. IEEE Access, 7, 124809-124827. https://doi.org/10.1109/ACCESS.2019.2938561
Rodriguez, C. O. (2012). MOOC and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2).
Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. https://doi.org/10.1515/eurodl-2015-0004
Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. 10(1), 13.
Roth, M. (2013). My Modern Experience Teaching a MOOC. Chronicle of Higher Education, 59(34), B18–21.
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. (3rd Ed.). SAGE Publications Ltd.
Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2153
Shah, D. (2016). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. https://bit.ly/3DQeAEz
Shah, D. (2021). By The Numbers: MOOC in 2020. Class Central. https://bit.ly/3zxrHb7
Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Turro, C., Cañero, A., & Busquets, J. (2010). Video learning objects creation with polimedia. In 2010 IEEE International Symposium on Multimedia (pp. 371-376). IEEE. https://doi.org/10.1109/ISM.2010.69
UPV (2021a). Memoria del curso académico 2019-2020. Universitat Politècnica de València (UPV). https://bit.ly/3NrLCxG
UPV (2021b). Convocatoria programa docencia en red 21-22. Universitat Politècnica de València (UPV). https://bit.ly/3fmNb3F
Young-Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. https://doi.org/10.1080/01587919.2020.1724770
Zheng S., Wisniewski P., Rosson M.B., & Carroll J. M. (2016). Ask the Instructors: Motivations and Challenges of Teaching Massive Open Online Courses. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (CSCW '16) (pp. 206–221). Association for Computing Machinery. https://doi.org/10.1145/2818048.2820082
Zhu, M., Bonk, C. J., & Sari, A. R. (2018). Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges. Online Learning, 22(4), Article 4. https://doi.org/10.24059/olj.v22i4.1495
Despujol, I., Castañeda, L., & Turró, C. (2022). Understanding Instructors’Motivations to Improve MOOC Sustainability. Education in The Knowledge Society, 23, e29083. https://doi.org/10.14201/eks.29083
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