In the era of digitalisation in higher education, Massive Open Online Courses (MOOCs) have emerged as a key tool for educational innovation.
However, the production of multimedia content for these courses presents multiple challenges that affect both the quality of learning and the professional development of educators.
This article, by Ada Freitas-Cortina and Joaquín Paredes-Labra from the Autonomous University of Madrid, focuses on the perspectives of educators regarding these challenges, offering a detailed view of the experiences and difficulties encountered in the multimedia production of MOOCs.
The study employs an interpretive approach based on mixed methods to analyse data from the technological platform and interviews with professors involved in innovation projects at the Autonomous University of Madrid.
The findings reveal that the creation of audiovisual content, although innovative, represents one of the most challenging aspects for educators. The research underscores the need for greater institutional investment in audiovisual and media literacy for faculty to overcome these difficulties.
This article not only highlights the technical and pedagogical barriers to multimedia production in MOOCs but also offers practical recommendations for improving teacher training and institutional support. Through an in-depth analysis of educators' experiences, the study provides a solid foundation for future research and professional development strategies in digital learning environments.
YOU CAN READ THE FULL ARTICLE HERE
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How to cite: Freitas Cortina, A., & Paredes Labra, J. (2022). Challenges of Multimedia Production in MOOCs. An Interpretive Case Study on the Faculty Perspectives. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 59–79. https://doi.org/10.5944/ried.25.1.30840
