Massive Open Online Courses (MOOCs) have been used in higher education for more than ten years, yet their introduction in the teaching of clinical disciplines has been very slow.
In October 2016 HKU introduced the first MOOC in Implant Dentistry at Coursera. The course has run several times since then and enrolled more than 30,000 learners. https://www.coursera.org/learn/implant-dentistry
We analysed the learning behavior of 7500 learners who attended the first run of the MOOC (October – November 2016) and this infographic presents some of the main findings of this study, which was recently published in the European Journal of Dental Education. https://www.ncbi.nlm.nih.gov/pubmed/30714273
The MOOC received very high ratings and feedback from learners, while 25% of enrolled learners completed the course and purchased certificates. Nevertheless, the study showed wide diversity of learner profiles with different pathways in the content.
MOOCs could be a great way to teach clinical sciences as well. Nevertheless, the extreme diversity of learners attracted by this medium calls for appropriate design and execution strategies!
Inforgraphic design: A Acharya, N Mattheos.
Voice: A Qi.
This Inforgraphic is an illustration and not a substitute of a scientific paper. Please find the complete paper:
“Self-regulated learning strategies in world’s first MOOC in implant dentistry”. Eur J Dent Educ, DOI: 10.1111/eje.12428
Min Lan, Xiangyu Hou, Xinyu Qi, Nikos Mattheos