Learners' perception and instructors' roles regarding acquisition of psychomotor skills in massive open online course environments

The main purpose of this study is to examine the factors which affect acquiring psychomotor skills in Massive Open Online Course (MOOC) environments and also the teaching roles in these processes. In line with this objective, qualitative research method case study model was used. Within the scope of the research, the ability of the learners to play instruments is defined as a psychomotor skill. The study group of the research is composed of the learners who have completed the instrumental courses at AKADEMA, which is the MOOC platform of Anadolu University, and the instructors who have given these MOOCs. During the data collection process, semi-structured interviews were conducted with learners and instructors. According to the findings of the study, it is revealed that the factors affecting the acquisition of psychomotor skills in MOOCs environments could be different at some points depending on learners and instructors, however, at most points, they also intersect. Factors affecting psychomotor learning process fall under the themes of development in the context of learners, individual differences, learning, learning system and motivation. In the context of the instructors, themes such as development, readiness, learning, teaching roles and learning system were identified. Lastly, the factors that are closely related to psychomotor learning are found as teaching method, feedback, availability of instructors, interaction, self-management skills, repetition and regular study and motivation. Based on the research findings, the teachers' roles in this process were determined as instructors and guides. Keywords: psychomotor skills, Massive Open Online Courses (MOOCs), online psychomotor skills acquisition, online instrument training, psychomotor learning