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Integrating Design Thinking and Problem-Based Learning in MOOCs

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Title: Integrating Design Thinking and Problem-Based Learning in MOOCs
Language: English
Authors: João Alberto Arantes do Amaral (ORCID 0000-0001-8312-740X), Izabel Patricia Meister (ORCID 0000-0002-3020-814X), Alessandro dos Santos Faria (ORCID 0000-0002-9479-4520), Felipe Mancini (ORCID 0000-0001-6977-6606), Valeria Sperduti Lima (ORCID 0000-0003-3914-4215), Luciano Gamez (ORCID 0000-0002-0796-668X)
Source: Journal of Open, Flexible and Distance Learning. 2025 29(2):40-69.
Availability: FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
Peer Reviewed: Y
Page Count: 30
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Design, Thinking Skills, Problem Based Learning, MOOCs, Programming Languages, Introductory Courses, Learner Engagement, Learning Experience, Foreign Countries, Undergraduate Study, Alignment (Education), Student Interests, Course Content, Academic Persistence, Student Attitudes, Instructional Design
Geographic Terms: Brazil
ISSN: 1179-7665
1179-7673
Abstract: This article presents our findings concerning a MOOC named 'Introduction to R programming language', in which we applied design thinking combined with problem-based learning to enhance student engagement and improve the learning experience. The course was delivered to 575 students from Brazil between February 28 and March 18, 2022. Our goal was to analyse the design and implementation of this program quantitatively and qualitatively. We followed a design-based research approach and collected quantitative and qualitative data through questionnaires. The quantitative data were analysed using descriptive statistics, while the qualitative data were processed using the five-phased language processing method (Yin, 2015). The main findings are as follows: 1) The use of personas enhanced the design and delivery of a course aligned with students' interests. 2) The problem-based learning approach supported students' engagement and enhanced their learning experience. 3) Demonstrating empathy, thoughtfulness, and providing swift feedback served as motivators for the students. These findings suggest that the synergistic application of DT and PBL creates a pathway towards alignment between course design and learner needs while also helping to support student motivation, engagement, and perseverance in online learning environments. While this approach demands a significant investment of time and effort from instructors, the educational benefits for learners are substantial and promising for future MOOC development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492771
Database: ERIC
FullText Text:
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  Data: Integrating Design Thinking and Problem-Based Learning in MOOCs
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  Data: <searchLink fieldCode="AR" term="%22João+Alberto+Arantes+do+Amaral%22">João Alberto Arantes do Amaral</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8312-740X">0000-0001-8312-740X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Izabel+Patricia+Meister%22">Izabel Patricia Meister</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3020-814X">0000-0002-3020-814X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alessandro+dos+Santos+Faria%22">Alessandro dos Santos Faria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9479-4520">0000-0002-9479-4520</externalLink>)<br /><searchLink fieldCode="AR" term="%22Felipe+Mancini%22">Felipe Mancini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6977-6606">0000-0001-6977-6606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valeria+Sperduti+Lima%22">Valeria Sperduti Lima</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3914-4215">0000-0003-3914-4215</externalLink>)<br /><searchLink fieldCode="AR" term="%22Luciano+Gamez%22">Luciano Gamez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0796-668X">0000-0002-0796-668X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Open%2C+Flexible+and+Distance+Learning%22"><i>Journal of Open, Flexible and Distance Learning</i></searchLink>. 2025 29(2):40-69.
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  Data: FLANZ: Flexible Learning Association of New Zealand. PO Box 391, Blenheim 7240, New Zealand. Web site: https://www.jofdl.nz/index.php/JOFDL/index
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  Data: 30
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink>
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  Data: 1179-7665<br />1179-7673
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article presents our findings concerning a MOOC named 'Introduction to R programming language', in which we applied design thinking combined with problem-based learning to enhance student engagement and improve the learning experience. The course was delivered to 575 students from Brazil between February 28 and March 18, 2022. Our goal was to analyse the design and implementation of this program quantitatively and qualitatively. We followed a design-based research approach and collected quantitative and qualitative data through questionnaires. The quantitative data were analysed using descriptive statistics, while the qualitative data were processed using the five-phased language processing method (Yin, 2015). The main findings are as follows: 1) The use of personas enhanced the design and delivery of a course aligned with students' interests. 2) The problem-based learning approach supported students' engagement and enhanced their learning experience. 3) Demonstrating empathy, thoughtfulness, and providing swift feedback served as motivators for the students. These findings suggest that the synergistic application of DT and PBL creates a pathway towards alignment between course design and learner needs while also helping to support student motivation, engagement, and perseverance in online learning environments. While this approach demands a significant investment of time and effort from instructors, the educational benefits for learners are substantial and promising for future MOOC development.
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  Data: 2026
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  Data: EJ1492771
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 40
    Subjects:
      – SubjectFull: Design
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Programming Languages
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Course Content
        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Brazil
        Type: general
    Titles:
      – TitleFull: Integrating Design Thinking and Problem-Based Learning in MOOCs
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              Type: published
              Y: 2025
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