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

Abstract

Purpose: Medical Massive Open Online Courses (MOOCs) have been integrated into formal campus teaching by several universities. However, teaching attributes of medical MOOCs have not been systematically investigated. Additionally, guidelines are needed to inform integration practices. This study systematically investigated the available teaching modes and social-epistemological dimensions of medical MOOCs.

Methods: An overview of MOOCs on a medical topic was compiled and inclusion criteria were developed. A data collection tool was composed and calibrated. For data collection, out of 410 MOOCs 33 were selected based on these criteria. Investigators enrolled in selected MOOCs and analyzed teaching modes after examination of all course pages. Teaching modes were categorized in social-epistemological dimensions according to the Teaching Approach Framework.

Results: Twenty-nine different teaching modes were found, showing wide distributions. Analysis of social-epistemological dimensions showed medical MOOCs focus on constructivist and individual teaching modes as opposed to objectivist and group modes.

Conclusions: Medical MOOCs do not have a universal teaching mode profile. They contain a rich variety of teaching modes for integration in campus education of which videos, discussion boards, and multiple choice questions are used regularly. Constructivist teaching modes are readily available in medical MOOCs and can support educational innovation of formal campus teaching when integrated.

Acknowledgments

The authors wish to acknowledge Prof. Friedo W. Dekker for his advice regarding methodology and Franka Luk and members of the NVMO PhD journal club for their helpful comments and suggestions.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Teaching Modes: Modes of instruction, interaction or assessment that are incorporated in a course design to stimulate learning. Examples are: texts, peer-feedback assignments, and multiple choice questions.

Social-Epistemological Dimensions: Dimensions that describe educational characteristics of a teaching mode or course in two areas: the social dimension - If a teaching mode or course is aimed at individual or group learning; and the epistemological dimension - if a teaching mode or course aims to transfer knowledge from teacher to student (objectivist teaching) or aims to have a student construct knowledge from multiple sources (constructivist teaching). This results in four social-epistemological dimensions: individual-objectivist, individual-constructivist, group-objectivist, and group-constructivist.

Arbaugh and Benbunan-Finch (2006).

Additional information

Notes on contributors

Renée A. Hendriks

Renée A. Hendriks, MSc, is a PhD candidate at the Center for Innovation in Medical Education of the Leiden University Medical Center. She is passionate about designing high quality evidence based online learning experiences and her research focuses on the facilitation of effective and self-regulated learning in medical MOOCs.

Peter G. M. de Jong

Peter G. M. de Jong, PhD, AFAMEE, is a Staff Adviser and Assistant Professor for Technology Enhanced Learning at the Center for Innovation in Medical Education of the Leiden University Medical Center in Leiden, The Netherlands. His research interest is the integration of online materials into classroom teaching.

Wilfried F. Admiraal

Wilfried F. Admiraal, Professor, PhD, is full professor of Educational Sciences and Academic director of Leiden University Graduate School of Teaching. His research interest combines the use of technology in education and social psychology in secondary and higher education.

Marlies E. J. Reinders

Marlies E. J. Reinders, Professor, MD, PhD, is a nephrologist at the Leiden University Medical Center in Leiden, The Netherlands. She is involved in organizing the new curriculum and in integrating novel forms of education at the Faculty of Medicine at Leiden University. She developed a MOOC with Coursera (http://www.coursera.org/learn/clinical-kidney-transplantation).