Using MOOCs for teaching analytical chemistry: experience at University of Tartu

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Dono: Rafael Bermudi

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Última Atualiz.: 12-11-2018 14:16

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The term MOOC (massive open online course) was coined in 2008 by Dave Cormier and George Siemens [1]. Since then, MOOCs have attracted much attention and public opinion on MOOCs has changed remarkably during the last few years. At the beginning of this decade MOOCs were hailed as the future of higher education and the year 2012 was declared by the New York Times as “the year of the MOOC” [2]. It was even envisaged that higher education as we know it may collapse. Since then MOOCs have received quite some criticism— based on e.g. insufficient interaction between teachers and students, low course completion rates, etc. [3]—and it is now widely acknowledged that MOOCs were originally overhyped [4]. Nevertheless, MOOCs are offered by numerous universities, as well as by several major MOOC providers, such as Coursera [5] or edX [6]. The intense development of MOOCs goes on and rightly so, because MOOCs obviously enrich the higher education possibilities in the world. In this paper we present the experience of running a MOOC “Estimation of measurement uncertainty in chemical analysis” [7] at the University of Tartu (UT). We compare teaching in the “MOOC mode” to conventional university teaching as well as to short training courses for professionals.

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