Massive open online courses (MOOCs) as a window into the veterinary profession

被引:14
|
作者
Paterson, J. [1 ]
Hughes, K. [1 ]
Steer, L. [1 ]
Das Gupta, M. [1 ]
Boyd, S. [1 ]
Bell, C. [1 ]
Rhind, S. [1 ]
机构
[1] Royal Dick Sch Vet Studies, Easter Bush Campus, Edinburgh EH25 9RG, Midlothian, Scotland
关键词
MOOC; Vet degree; Veterinary profession;
D O I
10.1136/vr.103979
中图分类号
S85 [动物医学(兽医学)];
学科分类号
0906 ;
摘要
Massive open online courses (MOOCs) are freely available online courses open to anyone who registers and typically are associated with thousands or hundreds of thousands of participants. Using an established online platform, the authors created and delivered a five-week MOOC aimed primarily at prospective veterinary students, but open to anyone with an interest in finding out more about the veterinary profession in general. 11,911 people signed up for the course, and of these, 8137 interacted in some way with the course and 1716 received a certificate of completion. The majority of participants (84 per cent) were female, and there was a wide age range (under 18 to over 65). Most participants were from North America or the UK. 65 per cent of those completing the entry survey were hoping or intending to work in the vet profession in the future, while 33 per cent were not. Qualitative data indicated that the course was helpful in aiding those undecided as to whether they wanted to be a veterinarian or not to decide one way or another whether they want to pursue veterinary medicine as a career. Furthermore, the course was seen as being a useful introduction to the veterinary profession even for those who had no intention of working in the field.
引用
收藏
页数:5
相关论文
共 50 条
  • [1] THE EXPANSION OF KNOWLEDGE IN OPEN: THE MOOCS (MASSIVE ONLINE OPEN COURSES)
    Cobos Sanchiz, David
    Lopez-Meneses, E.
    [J]. PEDAGOGIA SOCIAL REVISTA INTERUNIVERSITARIA, 2014, (24): : 283 - 285
  • [2] MOOCS IN THE WORLD: A SURVEY OF MASSIVE OPEN ONLINE COURSES
    Dal Forno, Josiane Pozzatti
    Knoll, Graziela Frainer
    [J]. NUANCES-ESTUDOS SOBRE EDUCACAO, 2013, 24 (03): : 178 - 194
  • [3] Are Massive Open Online Courses (MOOCs) pedagogically innovative?
    Armellini, Alejandro
    Padilla Rodriguez, Brenda Cecilia
    [J]. JOURNAL OF INTERACTIVE ONLINE LEARNING, 2016, 14 (01): : 17 - 28
  • [4] Design Principles for Massive Open Online Courses (MOOCs)
    Wang, Minjuan
    Owsiany, Nancy
    [J]. INTELLIGENT ENVIRONMENTS 2016, 2016, 21 : 169 - 176
  • [5] Peer Assessment for Massive Open Online Courses (MOOCs)
    Suen, Hoi K.
    [J]. INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 2014, 15 (03): : 312 - 327
  • [6] Success Indicators for Massive Open Online Courses (MOOCs)
    Padilla Rodriguez, Brenda Cecilia
    [J]. 2020 IEEE 20TH INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT 2020), 2020, : 39 - 41
  • [7] MOOCs (Massive Open Online Courses): Teaching with Potential
    Kloepper, Hannes
    [J]. NACHRICHTEN AUS DER CHEMIE, 2013, 61 (11) : 1087 - 1087
  • [8] Auditing the Accessibility of Massive Open Online Courses (MOOCs)
    Iniesto, Francisco
    Mcandrew, Patrick
    Minocha, Shailey
    Coughlan, Tim
    [J]. HARNESSING THE POWER OF TECHNOLOGY TO IMPROVE LIVES, 2017, 242 : 855 - 858
  • [9] Instructional quality of Massive Open Online Courses (MOOCs)
    Margaryan, Anoush
    Bianco, Manuela
    Littlejohn, Allison
    [J]. COMPUTERS & EDUCATION, 2015, 80 : 77 - 83
  • [10] Persistence Patterns in Massive Open Online Courses (MOOCs)
    Evans, Brent J.
    Baker, Rachel B.
    Dee, Thomas S.
    [J]. JOURNAL OF HIGHER EDUCATION, 2016, 87 (02): : 206 - 242