Abstract
Abstract This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based.
Highlights
Massive open online courses (MOOCs) have become increasingly popular in the modern educational world, providing opportunities for learners to develop and test their own learning networks in online environments (Bozkurt, Akgün-Özbek, & Zawacki-Richter, 2017; Liyanagunawardena, Adams, & Williams, 2013; Waldrop, 2013)
Despite recognition of the need for a well-developed mathematical skill set in the contemporary world, Australia differs from many countries, including the USA and China, in that mathematics is not a requirement for high school graduation and university admission
There is a persistent problem of practice that relatively few students are choosing career pathways that require some study of mathematics, or students do not have the appropriate mathematics for particular disciplines of study (Chubb et al, 2012; Finkel, 2018)
Summary
Massive open online courses (MOOCs) have become increasingly popular in the modern educational world, providing opportunities for learners to develop and test their own learning networks in online environments (Bozkurt, Akgün-Özbek, & Zawacki-Richter, 2017; Liyanagunawardena, Adams, & Williams, 2013; Waldrop, 2013). MOOCs were originally created through efforts to provide collaborative interactions for online learners in shared open educational resources, as mega-connectivism courses or cMOOCs, (Mackness, Waite, Roberts, & Lovegrove, 2013; Siemens, 2008; 2013; Steffens et al, 2015). Course-based MOOCs (or xMOOCs) emerged soon after, as a non-collaborative variation, providing structured and sequenced open access courses for individuals who wished to complete them; a formal qualification was sometimes an additional extra (Hew, 2015; McAuley, Stewart, Siemens, & Cormier, 2015). The current divergence between collaborative (cMOOC) and course-based (xMOOC) offerings presented learning design and development challenges (Rodriguez, 2012). Recent MOOCs that have tried to resolve this issue, and such input can successfully reframe MOOC construction by, for example, scaling problem-based learning (Verstegen, Spruijt, Dolmans, & van Merriënboer, 2016)
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