The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course

Jung, Eulho; Kim, Dongho; Yoon, Meehyun; Park, Sanghoon; Oakley, Barbara

doi:10.1016/j.compedu.2018.10.001

Cited by 88 publications

(70 citation statements)

References 53 publications

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“…The respondent demographics represent a relatively diverse sample and are comparable to demographics reported in other recent MOOC studies (e.g. Jung, Kim, Yoon, Park, & Oakley, 2019; Li, 2019).…”

Section: Resultssupporting

confidence: 64%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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Section: Resultssupporting

confidence: 64%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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“…It consists of a single OER's data for all possible learner's interactions. This includes the tracked learner's learning behavior in that OER for the failed and passed trials as in (9), as well as the learner's learning preferences as in (7). This file is used to compare it with the current learner's situation at the same OER to make the adaptation decision.…”

Section: ) the Datasetsmentioning

confidence: 99%

“…Continuing with the aspects influencing the e-learning process, the success factors from the teacher's perspective are the proper instructional design, considering learning preferences, sustainable content, and the assessment technique [4]. With respect to the standard instructional design process, three major fundamentals have been emphasized; designing the course, tutoring, knowledge assessment, and analyzing then adapting the learning process [7] [8]. As the adaptation seeks to meet the learner's learning needs, then utilizing adaptation with the learner's preferences can be a way of creating a successful learning environment.…”

Section: Introductionmentioning

confidence: 99%

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

2020

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During the Coronavirus pandemic, e-learning systems have proven to be an essential pillar for education. This raises to surface what many studies have addressed earlier; creating a platform that completes the traditional classroom work and maximizes the effectiveness of learning outcomes. Striving to achieve such platform, studies have considered gamifying and personalizing the educational resources for the adaptation of educational systems as per the intended learners through intensive learning analytics. But was the learner really a part of the adaptation process taking place? Learning analytics are usually designed to the course's adaptation and solely for the teachers. Thus, learning analytics in gamified adaptive educational systems involving the course, teachers and learners together are still under investigation. In this study, the Personalized Adaptive Gamified E-learning (PAGE) model is introduced to extend MOOCs by providing new satisfactory levels of learning analytics and visualization in the rich e-learning process that supports the learner's intervention in the resultant learning analytics. The proposed Learning analytics have been developed to make the necessary adaptation to the course and learner's learning flow, as well as visualizing the process and adaptation decisions to the learners. Results show a positive potential towards learning adaptation and visualization, and a necessity to provide an additional focus for the gamification concept.

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“…We followed the successful design principles of the Coursera LHTL from the second author (Jung, Kim, Yoon, Park, & Oakley, 2018;Oakley, Poole, & Nestor, 2016): high instructor and TA quality, clear and concise content, and proper course format. Firstly, we invited Dr. Mooming Poo, the Director of the Institute of Neuroscience at the Chinese Academy of Science in Shanghai, China, to become the fourth co-instructor.…”

Section: Construction Of Artifactsmentioning

confidence: 99%

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

Chen

Oakley

2020

Int J Educ Technol High Educ

Self Cite

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This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course "Learning How to Learn (LHTL)" on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.

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The influence of instructional design on learner control, sense of achievement, and perceived effectiveness in a supersize MOOC course

Cited by 88 publications

References 53 publications

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Learners on Focus: Visualizing Analytics Through an Integrated Model for Learning Analytics in Adaptive Gamified E-Learning

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

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