IJIET 2014 Vol.4(1): 29-34 ISSN: 2010-3689
DOI: 10.7763/IJIET.2014.V4.363

Students as Teachers in MOOCs? The Double Gain of MOOCs as an in-Class Teaching Method Experiences from a Student-Made MOOC “Online Data Privacy”

Joachim Griesbaum

Abstract—MOOCs are an opportunity to think of learning as an interaction of different people and groups in totally new ways. This paper proposes a didactic setting in which students act as teachers in a MOOC and asks the question, if there is a double gain of MOOCs when employed as an in-class teaching method and as a worldwide learning environment. The analysis of a case study, a student made MOOC “Online data privacy”, delivers first insights into the feasibility and didactic value of such a novel approach.

Index Terms—Case study, MOOC, teaching method.

Joachim Griesbaum is with the Department of Information Science and Natural Language Processing, University of Hildesheim, Hildesheim, Germany (e-mail: joachim.griesbaum@uni-hildesheim.de).

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Cite: Joachim Griesbaum, "Students as Teachers in MOOCs? The Double Gain of MOOCs as an in-Class Teaching Method Experiences from a Student-Made MOOC “Online Data Privacy”," International Journal of Information and Education Technology vol. 4, no. 1, pp. 29-34, 2014.

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Executive Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (Since 2019), EI(INSPEC, IET), EBSCO, Electronic Journals Library, Google Scholar, Crossref, etc.
  • E-mail: ijiet@ejournal.net