‘From darkness to light’: First experiences In Developing and Facilitating a MOOC

This chapter focuses on the instructors’ experiences and lessons learnt in one MOOC, run from the UK, in terms of issues raised about ‘the online support and resources required to foster meaningful learning environments’ (Khan, n.d.) by first-time MOOC designer/educators and online mentors. No other study we are aware of has yet so fully explored the experiences of these groups of major participants in a MOOC. We tell two stories: that of the MOOC designers (so-called here as they designed the central academic educational resources), and that of online mentors. With each group we explored their reflections on their involvement, and their concerns about the efficacy of the MOOC. Our case study highlights two main aspects in their journeys to make the experience of the learner participants more effective: constructing what the designers saw as effective materials, and what the mentors saw as effective e-support. We begin by introducing the literature on MOOCs to date, with a focus, where possible, on designer and mentor perspectives. We then introduce the case study context, which was a University of Reading, UK, five-week beginners’ academic writing course for international students, before outlining our study. Our findings are presented by group (designer, then mentor), and we finish by summarising their reflections for future MOOC efficacy.