A Massive Open Online Course (MOOC) for Implementing Pedagogical

Abstract

Massive Open Online Courses (MOOC) have received increasing attention in recent years for their potential to engage oncampus students in active learning while conveying knowledge to a broad international public. In this article, we describe the creation of a MOOC as a mandatory integrated supplement to a respiratory physiology and pathophysiology university course taught to undergraduate medical students. We discuss how this MOOC integrates several didactical tools such as flipped classroom activities, peer-review evaluations, active learning principles or multidisciplinary fundamental-clinical approaches. The impact and satisfaction analysis on 8,400 participants, including seven percent of medical students, suggests that a specific scientific subject from an undergraduate medical curriculum could stimulate the motivation of both on-campus and international students. This MOOC experience renews the view on medical education and deserves further development.

Teaching modes and social-epistemological dimensions in medical Massive Open Online Courses: Lessons for integration in campus education

“…For connectivist learning to be implemented, medical MOOC instructors might still need more time for conceptual changes in their understanding, and so do students (Masters 2011). Discussion boards are a component that is left from the original MOOCs but they do not seem to really fit into the pattern of formal learning yet, as campus students seem to hold back in posting on discussion boards of integrated MOOCs (Dandache et al 2017;Swinnerton et al 2017). Group learning is appropriate for more difficult tasks or working difficult problems and so fostering this teaching mode is desirable (Kirschner et al 2008).…”

“…Although originally developed for students that are not connected to the institution, integration of this type of online courses into formal medical campus education is upcoming (Reinders and de Jong 2016;Robinson 2016;Dandache et al 2017;Swinnerton et al 2017;Marks and Meek 2018;Maxwell et al 2018). Studies have described health care MOOC integration in many forms; in undergraduate and graduate education, as an elective and as a mandatory component, blended or fully online, and as an addition to or as a replacement of formal courses.…”

“…Studies have described health care MOOC integration in many forms; in undergraduate and graduate education, as an elective and as a mandatory component, blended or fully online, and as an addition to or as a replacement of formal courses. Additionally, a flipped classroom design has been reported (Dandache et al 2017), and one paper described students being involved in the creation of content for an MOOC as part of an elective course (Maxwell et al 2018).…”

“…Yet this investigation considered only one medical MOOC and thus is not representative for informing integration of MOOCs in medical education. Medical MOOCs are said to characteristically offer videos, discussion boards and multiple choice questions (Hoy 2014;Robinson 2016;Dandache et al 2017), but their teaching modes have not been systematically examined.…”

Instructional design quality in medical Massive Open Online Courses for integration into campus education

“…However, because substantial investments are involved and MOOCs produce materials with a high quality look and feel, interest in integration of medical MOOCs into campus education is rising (de Jong et al 2019). A number of universities are already experimenting with this integration (Reinders and de Jong 2016;Robinson 2016;Clark et al 2017;Dandache et al 2017;Pickering and Swinnerton 2017;Swinnerton et al 2017;Marks and Meek 2018;Maxwell et al 2018) and large-scale exchange projects are being organized, where consortia of universities offer each other's MOOCs to their students (Virtual Exchange 2018). Newly produced MOOCs may even be designed with possibilities for integration into campus education already in mind .…”