Facilitating Interpersonal Exchange on Digital Transformations by Anchoring a MOOC in a Distance-Learning University Course

Abstract

This full paper in the Innovative Practice Category presents an approach to anchor Massive Open Online Course (MOOC) contents in higher education. We are particularly interested in how a MOOC can be included in a course design that supports critical discourse in a transformative, significant learning framework. In a regular university course on digital transformations in society, an integration online event was organized halfway through a MOOC phase. The MOOC replaced lectures for 5 weeks, with the event happening in the middle of this phase. The event drew on the flipped classroom concept, but focused more on reflection rather than problem solving. More than 170 students participated in the online event to discuss critical questions based on MOOC topics and their experience while learning with the MOOC. In both cases, participants first discussed in smaller groups of three, before they met in six large groups moderated by researchers. The individual discussion contributions were documented simultaneously in a collaborative online tool by representatives from each group. Additionally, moderators took notes of the discussion processes. In the discussion round on learning, groups shared significant events in learning with the MOOC, aspects that facilitated their learning and areas of improvement regarding the MOOC platform. We further asked students about digital competencies they needed to navigate the MOOC as well as competencies they gained in learning with it. We evaluated student contributions on learning with the MOOC in a qualitative content analysis. Our evaluation hints at the interpersonal atmosphere in the discussion groups and at didactic caveats. A tentative research gap may be inferred from students' difficulty in exploring significant events: The MOOC enabled self-paced learning, but in itself may not thoroughly facilitate transformative learning and communicative competency. Concerning digital competencies, the majority of student responses refer to technical competency as essential for working with the MOOC. Many student responses point to critical thinking as the primary promoted competency. These responses correspond to the reflective depth of essays students wrote after the MOOC phase. In the final feedback on the online event, students particularly valued the interactive approach taken, the interesting discussions and the mix of didactic methods in the online event.