Teaching Teams in MOOC of Mexican Universities: a first approach

Abstract

This article is a first approach to the study of teaching teams within the context of the MOOC courses of four higher education institutions of Mexico. Based on a broader qualitative study in which the communication practices, the profile and the training of such teaching teams were explored, online interviews were conducted with four teachers and an equal number of facilitators from two public and two private universities. The analysis of the information allowed to identify more similarities than differences in the profiles of the participants, who gather appropriate conditions to achieve in MOOC and also desirable features are listed for the teachers and facilitators of these courses. However, there are gaps in the training received to teach or support MOOC, hence the need to prepare teaching teams not only in the technical-operational dimension but in the political-economic and pedagogical aspects of these massive, open and online courses.