University Of Tasmania

File(s) under permanent embargo

Teaching for graduate success / Empowering students / Evidence-informed teaching / Designing for success

Methods: The theoretical and practical components of an existing postgraduate award course unit were re-arranged into six weekly modules, before being transposed to an established learning management platform for MOOCs. Related quizzes, videos and interactive activities were then included in each of these modules. Peer review of this content was completed by subject matter experts prior to the MOOC being launched.

Results: After thirteen months, 851 participants had enrolled in the MOOC, of whom 168 (19.7%) had followed it through to completion. Participants were overwhelmingly from Australia (89%) and identified as female (78%). Preliminary feedback from participants was very positive, with 81% of respondents agreeing that they were satisfied with their experience, and 82% intended to apply their knowledge in practice.

Conclusions: The MOOC has addressed a learning need by providing a brief and free form of education; learning from its development will help others seeking similar educational solutions. Initial feedback suggests the MOOC has been well-received and likely to be translated into practice.



Tasmanian School of Medicine

Place of publication

University of Tasmania

Event title

Teaching Matters

Event Venue


Date of Event (Start Date)


Date of Event (End Date)


Repository Status

  • Restricted

Socio-economic Objectives

Community health care; Inpatient hospital care

Usage metrics

    University Of Tasmania