The use of MOOCs in University Teaching andLearning Case study: Constructing a MOOC course for teaching physics in higher education

In the sector of higher education, it is assumed that lecturers have teaching abilities due to their high academic qualifications (Kersten, 2018). But the massification of higher education, one of the most challenges of modern higher education - particularly evident in the Albanian University Landscape - is often coupled with a shortage of well-trained academic staff and the reliance on inexperienced lecturers, especially in terms of didactic competencies, and also with a greater number of students, with personal
lower expectations. Living in a technological era, open online platforms can serve as a valuable tool to bridge knowledge gaps. This paper examines the use of Massive Open Online Courses (MOOC) in university teaching and learning. The primary objective is to identify the patterns of MOOC development in both Italy and Albania, utilizing data gathered from official institutional websites. This process, guided by key concepts, serves as the foundation for creating a theoretical sample about MOOCs. The secondary
aim is to present a curricular module at level 1, design for qualification of university teaching staff in basic course of Physics. This module is structured around two axes: theoretical material from the field of pedagogy and how this pedagogy can be applied in physics teaching and learning. It is tailored for those teaching physics courses in universities specializing in natural sciences and engineering. Some key conclusions drawn from the study include the need for Albanian universities to embrace new platforms and offer technology-based courses. In Italy, three platforms provide MOOCs, with one being a project of the Ministry of Education, University, and Research. However, the Ministry of Education and Sports in Albania currently lacks a strategy regarding MOOCs. The spectrum of MOOCs varies in terms of level, subject coverage, duration, targeted learning community, and teaching language, emphasizing that these courses are products of collaborative and interdisciplinary partnerships.