Redeveloping a global MOOC to be more locally relevant: design-based research

Chen, Ken-Zen; Oakley, Barbara

doi:10.1186/s41239-020-0178-6

Cited by 10 publications

(7 citation statements)

References 38 publications

(35 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, MOOCs often face high attrition rates, emphasizing the need for enhanced learner motivation and course material design (García Espinosa et al, 2015;Goopio & Cheung, 2021;Sari et al, 2020). Research has also highlighted the importance of learner motivation, self-regulation, and the design of engaging course materials in MOOCs (Chen & Oakley, 2020;Doherty et al, 2015;Tang & Qian, 2022). Furthermore, the role of peer interaction and support in MOOCs has been explored, demonstrating their potential to enhance autonomous learning (Jiang & Peng, 2023;Zhu et al, 2020).…”

Section: Moocs and Autonomous Learningmentioning

confidence: 99%

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Slamet,

Basthomi,

Maria Ivone

et al. 2024

JITE:Research

View full text Add to dashboard Cite

Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

show abstract

Section: Moocs and Autonomous Learningmentioning

confidence: 99%

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Slamet,

Basthomi,

Maria Ivone

et al. 2024

JITE:Research

View full text Add to dashboard Cite

show abstract

“…Although the results of related past studies were dichotomous, this study argued that MOOC features and Chinese cultural values were factors that positively influenced Chinese undergraduate students' attitudes toward learning the online English course. The former offers a clear web page they can clearly see the course schedule and requirements, contents of the course and examination ) and a personal space they can learn whenever they want and wherever it is convenient for them (Chen & Oakley, 2020) on any mobile devices. MOOCs also have an online discussion board for instructors and students to share ideas and discuss relevant topics freely without face-to-face interactions.…”

Section: Related Literature Reviewmentioning

confidence: 99%

A Study of Chinese Undergraduate Students’ Attitudes toward Learning an Online English Course through MOOC at a Private University in Beijing

Zhang

Tananuraksakul

2022

Asia Social Issues

View full text Add to dashboard Cite

This study aimed to investigate the Chinese undergraduate students’ attitudes toward learning an online English course through MOOC from affective, behavioral and cognitive dimensions and whether MOOC features and Chinese cultural values influenced their attitudes. The quantitative results, collected from 380 Chinese students at a private university in Beijing selected through stratified random sampling, revealed that they had positive attitudes toward learning the online English course from both three dimensions at a high level and that both MOOC features and Chinese cultural values influenced their positive attitudes at a high level. The qualitative findings, garnered from 18 of them, also supported the quantitative results in that the students preferred studying English on asynchronous and synchronous platforms, providing them with their own learning space, non-face-to-face communication with the lecturer, and a cultural sense of face keeping, concurrently allowing them to learn online English actively and perceptually improve their English skills. Valuable insights for Chinese lecturers of English were provided and replicated studies in different contexts were recommended for future research.

show abstract

“…Tao of Learning (TOL), a redeveloped MOOC that meets the local needs of Chinese MOOC learners, is based on the English language MOOC -Coursera's Learning How to Learnwhich features scientific meta-learning skills (Chen & Oakley, 2020). A Moodle-based platform provider, ewant, offered support for TOL.…”

Section: Participants and Contextmentioning

confidence: 99%

“…Since low instructor participation results in lower learner performance (Khalil & Ebner, 2014), an alternative line of research was to develop instructor-free strategies that could still promote forum interactions. For example, E. G. Cohen (1994) used role assignments in traditional discussion settings to increase learner participation and interactions. De Wever et al (2008) and De Wever et al (2009) also successfully applied role assignments that promoted participation and interactions in asynchronous forum discussions.…”

Section: Introductionmentioning

confidence: 99%

Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

Chen

Yeh²

2021

AJET

Self Cite

View full text Add to dashboard Cite

Forum discussions have been utilised widely as a means of facilitating learning interaction and social-knowledge construction in online learning. Much research has been conducted on the instructional interventions that benefit asynchronous discussions. Role-playing, or assigning roles to discussants, has been proven effective in promoting interactivity and knowledge construction in the context of both face-to-face and online learning. However, assigning and rotating roles to thousands of learners in massive open online courses (MOOCs) and preparing them to act properly in their roles sounds impractical to MOOC instructors due to work overload. The present study provided three types of role assignment in a MOOC during various course offerings: fall offerings with no role-assignment, spring offerings with partial role-assignment and summer offerings with full role-assignment. Through the examination of the discussion patterns and role-assignment differences among 4,239 students and 5,439 posts in 56 forums, we suggest that partial role-assignment is as effective as full-role assignment. By assigning as few as 10 students with rotating roles, MOOC instructors can leverage this effective strategy while minimising their effort in preparing the discussants and moderating the discussions. These students act behind the scenes and improve the behavioural patterns of asynchronous discussions. Implications for practice or policy: MOOC instructors and teaching assistants can leverage a partial role-assignment strategy to improve asynchronous discussion quality with manageable effort. MOOC platform leaders and instructional designers may explore work-smart teaching strategies that are viable in practice without overburdening instructors.

show abstract

Redeveloping a global MOOC to be more locally relevant: design-based research

Cited by 10 publications

References 38 publications

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

A Study of Chinese Undergraduate Students’ Attitudes toward Learning an Online English Course through MOOC at a Private University in Beijing

Acting in secret: Interaction, knowledge construction and sequential discussion patterns of partial role-assignment in a MOOC

Contact Info

Product

Resources

About