Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs
Saved in:
| Title: | Customizable Modalities for Individualized Learning: Examining Patterns of Engagement in Dual-Layer MOOCs |
|---|---|
| Language: | English |
| Authors: | Crosslin, Matt, Dellinger, Justin T., Joksimovic, Srecko, Kovanovic, Vitomir, Gaševic, Dragan |
| Source: | Online Learning. Mar 2018 22(1):19-38. |
| Availability: | Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Online Courses, Course Descriptions, Mixed Methods Research, Guidelines, Student Attitudes, Instructional Design, Coding, Independent Study, Peer Relationship, Teacher Student Relationship, Data Analysis, Computer Science Education, Mass Instruction, Content Analysis |
| ISSN: | 2472-5749 |
| Abstract: | Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor centered and the other that is student determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework. |
| Abstractor: | As Provided |
| Number of References: | 40 |
| Entry Date: | 2018 |
| Accession Number: | EJ1179665 |
| Database: | ERIC |
| Abstract: | Dual-layer MOOCs are an educational framework designed to create customizable modality pathways through a learning experience. The basic premise is to design two framework choices through a course: one that is instructor centered and the other that is student determined and open. Learners have the option to create their own customized pathway by choosing or combining both modalities as they see fit at any given time in the course. This exploratory mixed-methods study sought to understand the patterns that learners engaged in during a course designed with this pathway framework. The results of the quantitative examination of the course activity are presented, as well as the categories and themes that arose from the qualitative research. The results of the analysis indicate that learners value the ability to choose the pathway that they engage the course in. Additional research is needed to improve the technical and design aspects of the framework. |
|---|---|
| ISSN: | 2472-5749 |
