Evaluating learning from the gender equality toolkit for Generation Z (GETZ) MOOC.

Abstract

This study aimed to discover to what extent participants of a Massive Open Online Course (MOOC) developed knowledge and understanding of gender inequity in sports leadership resulting in a motivation to extend their studies further, and/or a desire to be involved in sport governance or leadership roles. The study objectives were to: 1) explore the degree to which the MOOC may enhance understanding of gender imbalance; 2) evaluate any perceived behaviour change in relation to gender equity; and 3) examine in what way the MOOC may have motivated students to become involved in leadership and governance in sport. Thirteen in-depth semi-structured interviews were conducted in Higher Education Institutions in Norway, Netherlands, Belgium, and United Kingdom. All participants had to have completed the MOOC. Reflexive thematic analysis was conducted following a deductive approach in congruence with the research objectives, followed by a further review related to self-determination theory and the themes of relatedness, competence, and autonomy. The resulting themes which shape the discussion relate to empowerment, awareness, and influence. Initial findings suggest that participants reflected on their past experiences of sport and considered their family and educational background to have significant impact on their view of gender equity in sport. The MOOC created a platform for participants to challenge and debate on topics related to power dynamics and growing their awareness of gender (in)equity. Practical implications are that utilising an online educational resource such as a MOOC can be utilized within a blended approach to teaching in Higher Education and, can enable students to speak out boldly and act for change on the challenges of gender equity in sport