Abstract
In university teaching, a MOOC is often regarded as an isolated online course and thus underestimated in its didactic application possibilities within traditional teaching and learning environments. In this study, the "Pre-MOOC" design is presented as an example, in which the didactic em-bedding of an online course is the first phase of a lecture in higher educa-tion. After a brief overview of the current state of research on Pre-MOOCs, the article describes the instructional design process of the lecture in which we used the instructional design model ADDIE. Furthermore, the study de-scribes the implementation and evaluation in a master program of electrical engineering. We will analyze the results of the evaluation with regard to the concept of a Pre-MOOC. Based on feedback from students and teachers, rec-ommendations for designing a course with the Pre-MOOC design will be provided.
Highlights
For several years, so-called “Massive Open Online Courses” (MOOCs) have been a part in research in technology enhanced learning
The initiative of our research activities bases on a concrete wish of one of our university’s lecturer, to use this design for a course for electrical engineers at Graz University of Technology (TU Graz) in Austria: The course consists of two parts – one part is a regular lecture and the other part is a laboratory tutorial, latter usually needs to start with detailed instruction into the laboratory procedures and a test on the theoiJET ‒ Vol 16, No 06, 2021
Since there was no reason not to share this information with others and third parties could benefit from it, the idea was born to develop this preparatory phase as a massive open online course (MOOC)
Summary
-called “Massive Open Online Courses” (MOOCs) have been a part in research in technology enhanced learning. MOOCs are online courses with many participants, at least 150. They have to be open for everyone, cost-free, accessible online, and must have the general framework of a course with a defined start and end time of the course, weekly new content etc. Since the introductions and entrance tests always take place in the same way and take up valuable working time in the laboratory, the idea was to develop a preparatory course with learning videos and quizzes. The MOOC should be the first part of the course and at the same time the prerequisite for the work in the laboratory, so a “Pre-MOOC” as we will describe later. Our design-based research and results on the preparatory literature research and formative as well summative evaluation processes will be described in this contribution, starting with a description of our questions
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
