scholarly journals A Framework for Applying the Learning Sciences to MOOC Design

2021 ◽  
Vol 5 ◽  
Author(s):  
Darcy G. Gordon ◽  
Mary Ellen Wiltrout
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Course Design ◽  
Online Courses ◽  
Learning Experiences ◽  
Learning Sciences ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Improved Learning

Evidence-based practices grounded in the learning sciences provide an opportunity for improved learning experiences in traditional in-person, as well as in hybrid and online environments. We advocate specifically that large-scale, online learning experiences, such as Massive Open Online Courses (MOOCs) benefit from applications of the learning sciences. To that end, we present a description of how and why we use specific learning science practices in a biochemistry MOOC with the intention to contribute to the discussion about the quality of online learning experiences and lower the barrier for other practitioners seeking a framework for implementing evidence-based course design. We believe that the application of the learning sciences makes online learning experiences more rigorous and effective, and practitioners should optimize the use of these strategies through clever tests in specific contexts.

scholarly journals A Case Study in Applying the Learning Sciences to MOOC Design

2019 ◽  
Author(s):  
Darcy Greer Gordon ◽  
Mary Ellen Wiltrout
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Course Design ◽  
Online Courses ◽  
Learning Experiences ◽  
Learning Sciences ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Standard Of Practice ◽  
Improved Learning

Evidence-based practices grounded in the learning sciences provide an opportunity for improved learning experiences in traditional in-person, as well as in hybrid and online environments. We advocate specifically that large-scale, online learning experiences can benefit from applications of the learning sciences. To that end, we participate in establishing a standard of practice in the development and design of Massive Open Online Courses (MOOCs). We present a description of how and why we use specific evidence-based learning science practices in a biochemistry MOOC with the intention to contribute to the discussion about the quality of online learning experiences, and lower the barrier for other practitioners seeking a scientific approach to course design. We believe that the application of evidence-based practices can make online learning experiences more rigorous and effective, and practitioners should optimize the use of these strategies through clever tests in specific contexts.

Knowledge of Evidence-Based Practices and Frequency of Selection Among School-Based Professionals of Students With Autism

2020 ◽  
pp. 002246692095868
Author(s):  
Kristi L. Morin ◽  
Ann Sam ◽  
Brianne Tomaszewski ◽  
Victoria Waters ◽  
Samuel L. Odom
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Large Scale ◽  
Descriptive Statistics ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Learning Modules ◽  
School Based ◽  
Students With Autism ◽  
Selection Of

Autism Focused Intervention Resources and Modules (AFIRM) are a set of self-paced, online learning modules designed to disseminate information about the 27 evidence-based practices identified through a large-scale review of focused intervention practices for individuals with autism. In this study, we used descriptive statistics and an analysis of variance to analyze more than 67,000 pre-tests completed by over 22,000 school-based AFIRM users to determine whether there are differences by occupation in the (a) selection of evidence-based practices, (b) knowledge of evidence-based practices, and (c) average number of evidence-based practices selected. Results reveal statistically significant differences between groups and have implications for providers and administrators responsible for designing and delivering professional development for school-based professionals working with students with autism.

scholarly journals Digital Transformation in the Classroom: Storytelling and Scriptwriting in Instructional Designing of MOOCs

2019 ◽  
Vol 2 (3) ◽  
pp. 32
Author(s):  
Halvdan Haugsbakken
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Instructional Quality ◽  
Learning Experiences ◽  
Digital Technologies ◽  
Learning Material ◽  
Conceptual Approach ◽  
Working Paper ◽  
Educational Challenge

Over the years, a body of studies on online learning has documented low completion rates in MOOCs among learners, an educational challenge that has created the phenomenon “funnel participation”. This educational challenge refers to that thousands of online learners register but only small groups complete MOOCs they signed up for. Normally, persons who complete online courses have a demographic background, ambitious males in their 30s with a master-degree working in IT or business and management. Such factors raise concern among researchers about the overall quality of MOOCs and how they are designed to foster engaging learning experiences. Recent research concludes that the instructional quality of MOOCs is low and that MOOC designers need to re-think how they create future online learning experiences. In light of this matter, this working paper forwards a conceptual approach on how online course designers can use storytelling and scriptwriting as pedagogical strategies to enhance the instructional quality of MOOCs. This subject matter is exemplified by outlining the course design of a MOOC aimed at preparing teachers to use digital technologies in a classroom setting. The learning material of the MOOC is research based and builds on a field study that explored how a teacher used digital technologies in foreign language training at a Norwegian high school.

Designing creative and connected online learning experiences

2020 ◽  
Vol 121 (7/8) ◽  
pp. 655-663 ◽  
Author(s):  
Lily Gabaree ◽  
Carolina Rodeghiero ◽  
Carmelo Presicce ◽  
Natalie Rusk ◽  
Rupal Jain
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Online Courses ◽  
Learning Experiences ◽  
Community Of Learners ◽  
Content Type ◽  
Effective Strategies ◽  
Course Materials ◽  
Creative Learning ◽  
Personal Connections

Purpose Open online courses have expanded opportunities for people to learn remotely. However, few online experiences offer participants ways to create projects and actively engage with course materials while developing meaningful personal connections with one another. The purpose of this paper is to share strategies implemented in a large online course and community, Learning Creative Learning (LCL), to foster a creative, connected community of learners, particularly important at a time when many people are isolated in their homes. Design/methodology/approach LCL is a free, open, online, six-week course and ongoing community for educators and others who are interested in exploring the ideas and practices of creative learning. This paper describes the course design and highlights effective strategies for cultivating a course community, including making activities personal; creating opportunities to connect, share and reflect; engaging participants as facilitators; and supporting a global, multilingual community of learners. Findings The authors discuss how these strategies have engaged participants in connecting and contributing to the growing course community, providing examples from observations and feedback of course participants. Originality/value Supporting a connected community of learners is particularly relevant in current times of isolation and remote learning. This paper illustrates and discusses strategies to design online learning experiences where participants can connect, create, collaborate and contribute to community building themselves.

scholarly journals Large-Scale Learning for Local Change: The Challenge of MOOCs as Educator Professional Learning

2020 ◽  
Author(s):  
Joshua Littenberg-Tobias ◽  
Rachel Slama ◽  
Justin Reich
Keyword(s):  
Online Learning ◽  
Professional Learning ◽  
Large Scale ◽  
Online Courses ◽  
Learning Experiences ◽  
Change Leadership ◽  
Learning Needs ◽  
Context Model ◽  
Key Factor ◽  
Context Specific

How can large-scale online learning serve professionals' learning needs which are often highly localized? In this mixed-methods study, we examine this question through studying the learning experiences of participants in four massive open online courses (MOOCs) that we developed on educational change leadership (N = 1,712). We observed that participants were able to integrate their learning from the online courses across a variety of settings. We argue that a key factor in this process was that the design of online courses was attentive to the various levels in which participants processed and applied their learning. We therefore propose the “Content-Collaboration-Context" model ("C-C-C") as a framework for designing and researching open online learning experiences for professional learning settings where participants’ work is highly localized. In analyzing learner experiences in our MOOCs, we apply this framework to illustrate how individuals integrated the generalized content of the online courses into their context-specific practices. We conclude with implications for the design and research on online professional learning experiences.

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

scholarly journals Learning As It Happens: A Decade of Analyzing and Shaping a Large-Scale Online Learning System

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Matthieu J. S. Brinkhuis ◽  
Alexander O. Savi ◽  
Abe D. Hofman ◽  
Frederik Coomans ◽  
Han L. J. Van der Maas ◽  
...  
Keyword(s):  
Online Learning ◽  
Large Scale ◽  
Response Times ◽  
Learning System ◽  
Learning Gains ◽  
Online Experimentation ◽  
Quality Of Fit ◽  
Item Reliability ◽  
Made In

With the advent of computers in education, and the ample availability of online learning and practice environments, enormous amounts of data on learning become available. The purpose of this paper is to present a decade of experience with analyzing and improving an online practice environment for math, which has thus far recorded over a billion responses. We present the methods we use to both steer and analyze this system in real-time, using scoring rules on accuracy and response times, a tailored rating system to provide both learners and items with current ability and difficulty ratings, and an adaptive engine that matches learners to items. Moreover, we explore the quality of fit by means of prediction accuracy and parallel item reliability. Limitations and pitfalls are discussed by diagnosing sources of misfit, like violations of unidimensionality and unforeseen dynamics. Finally, directions for development are discussed, including embedded learning analytics and a focus on online experimentation to evaluate both the system itself and the users’ learning gains. Though many challenges remain open, we believe that large steps have been made in providing methods to efficiently manage and research educational big data from a massive online learning system.

scholarly journals Understanding Learner Behaviour in Online Courses through Learning Analytics

2021 ◽  
pp. 381-390
Author(s):  
D. Thammi Raju ◽  
G. R. K. Murthy ◽  
S. B. Khade ◽  
B. Padmaja ◽  
B. S. Yashavanth ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Online Courses ◽  
Learning Experience ◽  
Training Needs ◽  
Online Course ◽  
Quality Of Education ◽  
Time Data

Building an effective online course requires an understanding of learning analytics. The study assumes significance in the COVID 19 pandemic situation as there is a sudden surge in online courses. Analysis of the online course using the data generated from the Moodle Learning Management System (LMS), Google Forms and Google Analytics was carried out to understand the tenants of an effective online course. About 515 learners participated in the initial pre-training needs & expectations’ survey and 472 learners gave feedback at the end, apart from the real-time data generated from LMS and Google Analytics during the course period. This case study analysed online learning behaviour and the supporting learning environment and suggest critical factors to be at the centre stage in the design and development of online courses; leads to the improved online learning experience and thus the quality of education. User needs, quality of resources and effectiveness of online courses are equally important in taking further online courses.

scholarly journals Coherently Organised Digital Exercises and Expositions

2020 ◽  
Author(s):  
Chris Sangwin ◽  
George Kinnear
Keyword(s):  
Online Learning ◽  
Retrieval Practice ◽  
New Technology ◽  
Evidence Based ◽  
Learning Materials ◽  
Evidence Based Practices ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Spaced Retrieval ◽  
Online Quizzes

We describe an organising principle for online learning materials we term coherently organised digital exercises and expositions. Larger in scale than individual lessons but smaller than a programme of study, this innovation in instructional practice is increasingly guiding our thinking in the development of university mathematics courses. Essentially we have taken the book and put it inside automatically assessed online quizzes. In doing this we embrace the potential provided by new technology to implement evidence-based practices such as spaced retrieval practice. This paper discusses details of this innovation, and how we have implemented it. On the basis of these experiences, we believe this innovation has the potential to change the model of education for university mathematics courses in substantial and non-trivial ways.

Implementation Science, Professional Development, and Autism Spectrum Disorders

2013 ◽  
Vol 79 (2) ◽  
pp. 233-251 ◽  
Author(s):  
Samuel L. Odom ◽  
Ann W. Cox ◽  
Matthew E. Brock
Keyword(s):  
Professional Development ◽  
Autism Spectrum Disorders ◽  
Implementation Science ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Science Professional Development ◽  
Spectrum Disorders ◽  
Development Center

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence-based practices for students with ASD, into regular practice in schools. The National Professional Development Center on ASD (NPDC) incorporated the principles of implementation science, the scientific knowledge about evidence-based practices, and the measurement of program quality into an intervention approach for students with ASD. This article presents the NPDC model as an example of using implementation science to build systems of professional development that increase the quality of services and promote teachers’ use of evidence-based practices.

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