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Physiology for all: Reflections on the design and delivery of a MOOC to enhance subject knowledge in physiology
Advances in Online Education: A Peer-Reviewed Journal,
1
(3),
287-295
(2023)
Abstract
Interactive digital technologies have begun to be an increasingly important tool within Higher Education (HE). One example of such technology is that of eLearning, particularly with the growing interest in massive open online courses (MOOCs). Prospective students would have the benefit of utilising MOOCs to explore potential pathways and subject areas, with physiology chosen to be developed into a MOOC to raise the profile with a view to improving recruitment into physiology or physiology-related study pathways. The course was created in 2017 and to date, 17,986 individuals have enrolled onto the course with an average rating of 4.7 out of 5 stars. Upon reflection, the MOOC reached some of the target audience; however, the majority appeared to be those who were in employment and were utilising the resource to enhance their learning. Lessons learnt from the development and implementation of the MOOC include the importance of collaboration and partnerships, particularly with the target audience, to ensure the course is fit for purpose. In addition, the planning of the MOOC itself was found to be of great importance; the team discovered the importance of utilising storyboards to develop the scripts and interaction opportunities as well as ensuring the inclusion of demonstrations and animations to help learners visualise key concepts and essential information. While the initial ambition for the Physiology MOOC was targeted at a younger demographic, in preparation for their journey into further or higher education, and potentially a career in the discipline, the data indicates limited impact in this regard. A potential reason for this could be the platforms on which the MOOC was promoted: the target audience may be better reached through promotion in schools and colleges; there may also be a lack of awareness of the platform within this population. Although it is questionable as to whether a MOOC is the most appropriate vehicle for this purpose, the evidence suggests that a large number of learners across the demographic spectrum benefitted greatly from the learning materials and evaluated them highly.
Keywords: MOOC; online learning; virtual learning; higher education; eLearning
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Author's Biography
Rebecca Randles is a Senior Researcher in the Westminster Centre for Research in Veterans at the University of Chester. Rebecca completed her undergraduate degree in psychology in 2013 and was then awarded her PhD in 2016 looking at measuring learning gain in science undergraduate students, both completed at Liverpool John Moores University. She also went on to work on educational projects in the University of Liverpool, including looking at widening participation to inform faculty action planning, then working within Student Experience within the Faculty of Health and Life Sciences. Rebecca then moved to the University of Chester in the Westminster Centre for Research in Veterans, as a researcher working on increasing veteran registration in primary healthcare. She subsequently became Senior Researcher at the Centre and currently works on several veteran health related projects.
Denise Prescott is Dean of the School of Health Sciences at the University of Liverpool. In this role she has responsibility for undergraduate and postgraduate healthcare education development and delivery, for multiple registerable healthcare professions. A physiotherapist by base profession, Denise has extensive experience of working in both clinical practice and in higher education and is a member of numerous professional body committees and steering groups. Her scholarly interests lie in the use of digital innovation and education for clinical practitioners, high-fidelity clinical simulation and advanced clinical practice development.
Terry Gleave graduated with a degree in physiology from the University of Liverpool (1997) and was then awarded a PhD in physiology by the University of Liverpool (2001). Immediately following on from this he started working as a university teacher at the University of Liverpool. He is now a Senior Lecturer, Director for the Biomedical Sciences BSc (Hons) programme and lead of the School of Life Sciences senior academic adviser team. His scholarly interests lie in education beyond the lecture theatre; assessment strategies and learner engagement with feedback; students as partners in developing and conducting research to produce learning support and education outreach resources.
Peter Alston is an Associate Professor of Educational Practice, and is currently Interim Dean of Education Services at BPP Education Group. He has a background in information systems and web development/programming, and a PhD in e-research and technology enhanced learning. Previously, he was Director of Learning Solutions at Laureate Online Education with responsibility for cultivating relationships with partner institutions and providing strategic vision and oversight for the design and development of academic programmes. Prior to joining Laureate, Peter was a Lecturer (Learning Technology) at the University of Liverpool, providing strategic direction on the use of Technology Enhanced Learning (TEL) in the School of Life Sciences, and taking a proactive and lead approach to the development of new ways of using learning technologies, social media and other web-based technologies within education. He also held a Senior Lecturer position in the Department of Computing at Edge Hill University, contributing to the teaching and project supervision on the Web Systems Development pathway and served as a Senior SOLSTICE Fellow, to take a pro-active and lead approach to develop, broaden and deepen the impact of technology-enhanced learning throughout the faculty and across the university.
Blair Grubb was formerly the Associate Pro-Vice Chancellor (Education) for the Faculty of Health & Life Sciences at the University of Liverpool, a position he held since March 2016. While at Liverpool he was also Dean of the Institute of Life & Human Sciences for two years, and before that, Head of the School of Life Sciences. Key achievements during this time included leading a team that reinvigorated the undergraduate psychology programme and chairing a university-wide project board working to transform the student digital journey. Blair also worked closely with undergraduates and postgraduates across his faculty to improve the student experience and student engagement at Liverpool. Before joining Liverpool, Blair was Head of the Department of Cell Physiology & Pharmacology at the University of Leicester for nine years. His department had an excellent reputation for life sciences research, and he also led the development of two highly successful undergraduate programmes. Blair holds a BSc in biological sciences (physiology) from the University of Edinburgh and obtained his PhD in neuroscience from the University of Newcastle. He has been a member of his professional body, the Physiological Society, for many years and chaired their national Education and Outreach Committee for four years.
Citation
Randles, Rebecca, Prescott, Denise, Gleave, Terry, Alston, Peter and Grubb, Blair (2023, March 1). Physiology for all: Reflections on the design and delivery of a MOOC to enhance subject knowledge in physiology. In the Advances in Online Education: A Peer-Reviewed Journal, Volume 1, Issue 3. https://doi.org/10.69554/OEUH8960.
© Henry Stewart
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