The purpose of this chapter is to highlight technology-supported teaching and research methods for educators by presenting a case study of a massive open online course (MOOC). The objectives of this chapter will firstly be to provide a comprehensive and timely work, which can serve as an essential reference resource, in the context of a MOOC entitled Ethical Information and Communication Technologies for Development (ICT4D) Solutions. It will also build on the available literature in the field of instructional technology in developing countries, specifically as applicable in the emerging areas of MOOCs and ICT4D. Finally, future research directions within the domains related to these dynamic topics and fields will be suggested.
TopIntroduction
The author of this chapter was the primary educator in terms of the design and initial presentation of a Massive Open Online Course (MOOC) with the title ‘Ethical Information and Communication Technologies for Development Solutions’. Learners in this course study how Information and Communication Technologies (ICTs) can be used ethically for the development of solutions. Aligned with what was detailed by Bidwell, Winschiers-Theophilus, Koch-Kapuire and Chivuno-Kuria (2011), the purpose of the course discussed in this chapter is to enable learners to participate in critical discussions and arguments around ICTs for Development (ICT4D). Similar to what Bass and Heeks (2011) reported, regarding a course with the title ‘Civics & Ethical Education’, in terms of attitudes and values, the graduates will be inspired to, amongst others, be ethical. The ICT4D MOOC further covered concepts including, but not restricted to, agriculture, education, gender, health, poverty reduction and sustainable livelihoods.
Given that massive open online courses are “a relatively new format of online instruction, evidence-based research is needed to understand the role of” massive open online courses to change the educational landscape, especially on how learners are using the tools provided in massive open online courses (Liu, Kang, McKelroy, Harron, & Liu, 2016, p. 18). Saadatdoost, Sim, Jafarkarimi and Hee (2016, p. 77) agreed that MOOCs “are becoming increasingly difficult to ignore in online education”, with recent developments in MOOCs having heightened the need with regard to the “issue of an in-depth understanding of” MOOC settings.
The chapter will therefore discuss aspects relating to the following, in the context of technology-supported teaching and research methods for educators, by presenting a case study of an ICT4D MOOC:
- 1.
Why research on technology-supported teaching?
- 2.
Theoretical frameworks for technology-supported teaching
- 3.
Modeling technology frameworks for teaching and learning
- 4.
Technology-based teaching methods and challenges
- 5.
Designing technology for the learner
- 6.
Developing digital technologies for teaching and learning
- 7.
Managing instructional technologies for the classroom
- 8.
Evaluating instructional technology and research approaches
- 9.
Research in technology-based instructional strategies
- 10.
Challenges in technology implementation in teaching and training institutions
- 11.
e-Learning
- 12.
Emerging technologies in teaching and learning
- 13.
Research methods for technology-supported instruction
- 14.
Case studies in technology-supported teaching and learning
- 15.
The future of technology and implications in teaching and learning.
Therefore, the objectives of this chapter will be to:
- 1.
Provide a comprehensive and timely work, which can serve as an essential reference resource,
- 2.
Build on the available literature in the field of instructional technology in developing countries, specifically as applicable in the emerging areas of MOOCs and ICT4D, and
- 3.
Suggest future research directions within the domains related to these dynamic topics and fields.