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• W3093189596 startingPage "104042" @default.
• W3093189596 abstract "While the hype around Massive Open Online Courses (MOOCs) has subsided in the past few years, such environments provide a rich opportunity to explore ongoing questions at the intersection of teaching, learning, and technology. This paper explores how a set of facilitation teams described enacting their learner-centered pedagogical aspirations through MOOC platforms. Drawing on in-depth interviews, we present a set of six facilitator actions: “giving up control,” “distributing facilitation,” “being live,” “amplifying,” “modeling,” and “being explicit.” We discuss these actions as emerging from the negotiation between existing pedagogical aspirations and the realities of a new medium, highlighting how they involve facilitators both stepping back (making space for and foregrounding learner expertise and perspectives) and stepping in (intervening and directing as a facilitator). This research contributes to the ongoing work of articulating the substance and specificity of teaching in learner-centered pedagogy and the persistent challenges of enacting that pedagogy in massive, online spaces." @default.
• W3093189596 created "2020-10-22" @default.
• W3093189596 creator A5053774484 @default.
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• W3093189596 date "2021-01-01" @default.
• W3093189596 modified "2023-10-06" @default.
• W3093189596 title "Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs" @default.
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• W3093189596 doi "https://doi.org/10.1016/j.compedu.2020.104042" @default.
• W3093189596 hasPubMedCentralId "https://www.ncbi.nlm.nih.gov/pmc/articles/7554482" @default.
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