Tools and Signs in Massive Open Online Courses: Implications for Learning and Design

Abstract

Understanding learning as a psychological process has been downplayed in the design of massive open online courses (MOOCs). This study draws on the cultural-historical perspectives of Vygotsky and Galperin to offer the design principles for MOOCs to enhance the learning and development of learners. The study argues that the suggested design principles emphasize the interplay between digital tools and the design of MOOCs to facilitate learners’ move from interacting with digital tools to developing their conceptual grasp and understanding of how to engage in online learning. During this process, digital tools acquire psychological significance to become <i>signs</i>, while the digital environment (MOOC) becomes a tool for studying the essence of online learning and positions learners as conscious agents who possess the capacity to learn.

Conceptual Change and Education: The Neglected Potential of Developmental Teaching Approaches

“…Two DT approaches emerged from this educational research tradition. The first is Gal'perin's (1957/1989b, 1978/1992) method of stage-by-stage formation of mental actions and concepts, which continues to be refined and advocated for (Arievitch & Haenen, 2005;Arievitch & Stetsenko, 2000;Arievitch & van der Veer, 1995;Engeness, 2021;Engeness & Lund, 2020;Haenen, 2000Haenen, , 2001Karpov, 2013;Karpov & Haywood, 1998;Karpov & Kozulin, 2018;Kozulin et al, 2003;Lantolf & Poehner, 2014). The second is El'konin-Davydov's developmental education, which was refined by Davydov (1972Davydov ( / 19991988/2012 and also continues to be refined and advocated for (Aidarova, 1982;Chaiklin et al, 1999;de Araujo et al, 2020;Engeström et al, 1999;Hedegaard, 1996;Hedegaard & Chaiklin, 2005;Hedegaard & Lompscher, 1999;Kozulin et al, 2003Kozulin et al, , 2018Markova et al, 1974Markova et al, / 1979Schmittau, 2004;Venenciano et al, 2021;Zuckerman, 2004).…”

Undergraduates’ Conceptions of Online Education and Technological Mediation

“…From this perspective, the notion of mediation has been used to identify the ways digital technologies shape people's perceptions and experiences (Kaptelinin, 2013;Ihde, 1990) and is often referred to whenever a theoretical grounding is needed in computersupported learning research (Wegerif, 2007). The concept has been operationalized by educational researchers for various purposes, such as to design learning environments and online courses (Hall, 2007;Engeness, 2021); identify learners' interaction patterns (Wu et al, 2022); investigate learner-tool engagement (Pullenayegem et al, 2020); and to understand the relationship between learner interactions and academic learning expectations (Bailey, 2022). Similarly, the present research uses mediation as a fruitful concept to understand the dynamic interaction among students, online education, and the learning process.…”