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This paper aims to illustrate how the course concept for the E-Tutoring@UIBK lecture successfully utilizes the MekoMOOC, a Massive Open Online Course that has been available on the Austrian MOOC platform iMooX since October 1st 2019. More than five years later, the MekoMOOC serves as a vehicle for metacognitive analysis and critical reflection as well as a content pool to introduce students to a variety of media topics. E-Tutoring@UIBK was started with the objective of providing prospective teaching assistants and e-tutors with digital as well as didactic skills and competencies to effectively navigate the digital media landscape of the University of Innsbruck. For this purpose, the course integrates the timeless MOOC contents into its sessions at various points throughout the lecture. The students are tasked to reflect on the structure and didactic purpose of the MOOC’s content structure and critically analyze its media composition in order to attain an improved understanding of how to design higher education courses themselves. Finally, the students are asked to produce a tutorial video on a subject matter of their choice. In doing so, students utilize skills and technical knowledge gained through the theoretical and practical aspects of the lecture as well as the MOOC.

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Embedding and Evaluating a Pre-Covid-19 MOOC in an Interdisciplinary University Course More Than Five Years Later: E-Tutoring@UIBK and the MekoMOOC, A Case Study

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  • 出版模式：

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  • 发表日期：

    2026年

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  • Evelyn Feistmantl

摘要

This paper aims to illustrate how the course concept for the E-Tutoring@UIBK lecture successfully utilizes the MekoMOOC, a Massive Open Online Course that has been available on the Austrian MOOC platform iMooX since October 1st 2019. More than five years later, the MekoMOOC serves as a vehicle for metacognitive analysis and critical reflection as well as a content pool to introduce students to a variety of media topics. E-Tutoring@UIBK was started with the objective of providing prospective teaching assistants and e-tutors with digital as well as didactic skills and competencies to effectively navigate the digital media landscape of the University of Innsbruck. For this purpose, the course integrates the timeless MOOC contents into its sessions at various points throughout the lecture. The students are tasked to reflect on the structure and didactic purpose of the MOOC’s content structure and critically analyze its media composition in order to attain an improved understanding of how to design higher education courses themselves. Finally, the students are asked to produce a tutorial video on a subject matter of their choice. In doing so, students utilize skills and technical knowledge gained through the theoretical and practical aspects of the lecture as well as the MOOC.