Challenges concerning deep learning in SPOCs

Filius, Renée M.; Kleijn, Renske A.M. de; Uijl, Sabine G.; Prins, Frans J.; Rijen, Harold V. M. van; Grobbee, Diederick E.

doi:10.1504/ijtel.2018.088341

Cited by 18 publications

(18 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…SPOCs may be a form of online learning that has much potential for deep learning because of its small groups and relatively high number of interaction possibilities. In a previous study (Filius et al, 2018), we showed that instructors experience specific challenges when trying to promote deep learning in SPOCs. This previous study resulted in a description of five main challenges: alignment of learning activities, insights into student needs, adaptivity in teaching strategy, social cohesion, and creating dialogue.…”

Section: Discussionmentioning

confidence: 88%

“…The first category concerns feedback management, which seeks to reduce the range of tasks of the instructor or to better facilitate the instructor. As feedback should be adaptive in order to be effective (Nicol, 2010) and adaptive feedback is considered to be a challenge in the specific context of SPOCs (Filius et al, 2018), the interventions in this category offer possibilities to allow the provision of adaptive feedback to become more feasible. The second category concerns peer feedback, which has been shown to have much potential for promoting deep learning.…”

Section: Discussionmentioning

confidence: 99%

“…The data used in this study were taken from the same dataset as a previous study (Filius et al, 2018) for the individual questions with the instructors. Each study used different parts of this dataset.…”

Section: Individual Interviewsmentioning

confidence: 99%

“…Small Private Online Courses (SPOCs) are a distinctive form of online education that is used in higher education, especially since the last decade (Uijl, Filius, & Ten Cate, 2017). Recently, Filius, de Kleijn, Uijl, Prins, van Rijen and Grobbee (2018) found that instructors experience specific challenges when trying to promote deep learning in SPOCs. Their study resulted in a description of five main challenges for instructors: alignment of learning activities, insights into student needs, adaptivity of teaching strategy, social cohesion, and creation of dialogue.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Promoting deep learning through online feedback in SPOCs

Filius

Kleijn

Uijl

et al. 2018

FLR

Self Cite

View full text Add to dashboard Cite

Higher education aims for deep learning and increasingly uses a specific form of online education: Small Private Online Courses (SPOCs). To overcome challenges that instructors face in order to promote deep learning through that format, the use of feedback may have significant potential. We interviewed eleven instructors and four students and organized a focus group to formulate scalable design propositions for instructors in SPOCs to promote deep learning. Propositions have been formulated according to the CIMO-logic. This study resulted in identification of four mechanisms by which the desired outcome (deep learning) can be achieved, which we describe here along with proposed interventions. Results show that the "online learning interaction model" can be deepened with these mechanisms: 1) Feeling personally committed, 2) Asking and providing relevant feedback, 3) Probing back and forth, and 4) Understanding one's own learning process. To activate these mechanisms, scalable feedback interventions are described in three categories. Results at this relatively young field of SPOCs also show that feedback as a dialogical process may contribute to solving the current challenges of instructors in SPOCs to achieve deep learning with their students.

show abstract

Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Individual Interviewsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Promoting deep learning through online feedback in SPOCs

Filius

Kleijn

Uijl

et al. 2018

FLR

Self Cite

View full text Add to dashboard Cite

show abstract

“…The resource-limited countries module is well suited for classroom teaching [ 19 , 20 ] or small private online courses where continuous interaction and discussion between the teacher and the students are present. In fact, health professional educators may require more information and communication technology training and support to facilitate better information and communication technology integration in health professional education settings [ 6 , 10 , 11 ].…”

Section: Discussionmentioning

confidence: 99%

Multilingual Global E-Learning Pediatric Endocrinology and Diabetes Curriculum for Front Line Health Care Providers in Resource-Limited Countries: Development Study

Kalaitzoglou¹,

Majaliwa²,

Zacharin³

et al. 2020

JMIR Form Res

View full text Add to dashboard Cite

Background Electronic learning (e-learning) is a widely accessible, low-cost option for learning remotely in various settings that allows interaction between an instructor and a learner. Objective We describe the development of a free and globally accessible multilingual e-learning module that provides education material on topics in pediatric endocrinology and diabetes and that is intended for first-line physicians and health workers but also trainees or medical specialists in resource-limited countries. Methods As complements to concise chapters, interactive vignettes were constructed, exemplifying clinical issues and pitfalls, with specific attention to the 3 levels of medical health care in resource-limited countries. The module is part of a large e-learning portal, ESPE e-learning, which is based on ILIAS (Integriertes Lern-, Informations- und Arbeitskooperations-System), an open-source web-based learning management system. Following a review by global experts, the content was translated by native French, Spanish, Swahili, and Chinese–speaking colleagues into their respective languages using a commercial web-based translation tool (SDL Trados Studio). Results Preliminary data suggest that the module is well received, particularly in targeted parts of the world and that active promotion to inform target users is warranted. Conclusions The e-learning module is a free globally accessible multilingual up-to-date tool for use in resource-limited countries that has been utilized thus far with success. Widespread use will require dissemination of the tool on a global scale.

show abstract