Redeveloping a global MOOC to be more locally relevant: design-based research

Ken-Zen Chen,Barbara Oakley

doi:10.1186/s41239-020-0178-6

Abstract

This study demonstrated a globally and locally relevant MOOC design model. By redeveloping a culturally responsive MOOC based on the course “Learning How to Learn (LHTL)” on the Coursera, the researchers created a sister MOOC to meet the local needs of Chinese learners. In this three-year design-based research study, four major iterations were conducted: (1) to analyze and prototype culturally responsive course contents for Chinese MOOCs learners; (2 and 3) to redevelop, pilot, field-test, and improve the new MOOC; and (4) to develop research-supported instructional practice for continued growth. This research contributed to the study of MOOCs by providing a thorough understanding of the design principles of, and theoretical claims about, the development of a culturally responsive MOOC. We hope this effort will help underpin further studies involving culturally responsive and comparable sister courses to advance MOOC research.

Highlights

Online education has become more accessible and affordable to students of diverse cultural backgrounds from all around the world (Allen & Seaman, 2013)
We describe how we collaboratively localized an English language Mass open online courses (MOOCs)—Coursera’s “Learning How to Learn” (LHTL)—to meet the local needs of Chinese MOOCs’ learners
Being MOOC instructors for years, we looked for solutions to engage global learners beyond borders

Summary

Introduction

Online education has become more accessible and affordable to students of diverse cultural backgrounds from all around the world (Allen & Seaman, 2013). We describe how we collaboratively localized an English language MOOC—Coursera’s “Learning How to Learn” (LHTL)—to meet the local needs of Chinese MOOCs’ learners. LHTL has been one of the most popular and successful courses in the MOOC world. In light of the fact that students all around the world spend roughly 12 to 16 years in schools, not to mention the continuing learning needs of their careers, LHTL advocates students “learn how to learn” as an important lifelong skill. Using the Focused and Diffuse Modes--Or, a Little Dali will do You. Theme 1.3 How Do Brains Process Information?. Theme 2.2 Tools and Strategies that Improves your Memory. Creating Meaningful Groups and the Memory Palace Technique. Theme 3.2 Why Are We Eager to Learn?. How Do Brains Develop during our Infancy? What Does "Key Developmental Period" Mean?

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