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.

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.

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.

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 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.

How Is Your Connection?

2021 ◽  
pp. 133-150
Author(s):  
Rebeqa Rivers
Keyword(s):  
Job Satisfaction ◽  
Online Learning ◽  
Real Time ◽  
Nonverbal Communication ◽  
Course Design ◽  
Online Courses ◽  
Social And Emotional Learning ◽  
Social And Emotional ◽  
Traditional Course ◽  
Metacognitive Guidance

Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotional intelligence, EI, or EQ—has gained recognition as the foundation of vital “soft skills” that contribute to improved job satisfaction, performance, and productivity. When institutions simply convert in-person curricula to digital, the resulting online courses often do not account for the loss of real-time SEL and metacognitive guidance from an instructor. This chapter provides guidance on how to integrate SEL into the design of online courses.

Most courses are not born digital

2014 ◽  
Vol 31 (4) ◽  
pp. 217-229 ◽  
Author(s):  
Evangeline Marlos Varonis
Keyword(s):  
Online Learning ◽  
Peer Review ◽  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Online Course ◽  
Shared Services ◽  
Online Course Design ◽  
Content Type

Purpose – The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design and certification, reports on the development of a statewide consortium in Ohio, and explores future directions in online courses. Design/methodology/approach – This paper offers a brief historical review of the incorporation of technology into teaching and learning. It describes attitudes toward online learning and the creation of the non-profit QM program as a vehicle for improving online course design. It summarizes the eight standards of the QM rubric, describes the QM peer review process, and discusses the implementation of the Ohio QM Consortium (OQMC) as a shared services model. Findings – Given existing barriers to online learning, the QM program can improve learning outcomes by offering best practices in online course design, validating the quality of online courses, encouraging faculty buy-in through a focus on design rather than content, and facilitating degree completion through recognition of quality courses. Practical implications – Institutions that seek to validate online course quality in a cost-effective manner can explore a shared services model such as that developed by the OQMC. Originality/value – This paper introduces to an international audience a program and process, widely implemented in the USA, which encourages inter-institutional cooperation and promotes a supportive culture among online educators.

scholarly journals The Role of A/B Tests in the Study of Large-Scale Online Learning

2017 ◽  
Author(s):  
Alexander Olof Savi ◽  
Joseph Jay Williams ◽  
Gunter Maris ◽  
Han van der Maas
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
Large Scale ◽  
Controlled Experiments ◽  
Web Page ◽  
Online Learning Community ◽  
Randomized Controlled ◽  
Improved Learning ◽  
Use Of Knowledge

Although large-scale online learning increasingly succeeds in attracting learners worldwide, to date it fails to deliver on its promise. We first show the immense popularity of online learning and discuss its (unsatisfactory) effectiveness. We then discuss large-scale online randomized controlled experiments (A/B tests) as a powerful complimentary means to enable the desired leap forward. Although these experiments are widely and intensively used for web page optimization, and are slowly being adopted by the online learning community, their use, benefits, and challenges have only limitedly seeped through to the larger learning community. We summarize existing efforts in employing A/B tests in online learning, argue that such tests should take into account the typical nature of (online) learning, and encourage the use of knowledge from the various learning sciences to identify interventions that promise improved learning. We finally discuss both the limitations and promises of A/B tests, and show how such tests can ultimately contribute to learning that is tailored to each individual learner. The insights and priorities that arise from this overview and synthesis of A/B tests in online learning may help advance and direct the field.

Theory and Application in the Design and Delivery of Engaging Online Courses

2020 ◽  
pp. 246-258
Author(s):  
Dixie F. Abernathy ◽  
Amy Wooten Thornburg
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Change ◽  
Course Design ◽  
Online Courses ◽  
Financial Benefit ◽  
Education Students ◽  
Engaging Instruction ◽  
Student Demand ◽  
Instruction And Learning

For the last quarter of a century, online learning has emerged as a viable and, in many cases, preferable instructional option for higher education students. As this wave of educational change became more prevalent and sought after by students and faculty, at times the implementation, driven by financial benefit as well as student demand, may have advanced beyond the preparation. Research and experience have now exposed numerous issues that may hinder the effectiveness of online learning for all involved stakeholders. Designing effective online courses is the first step, but too often the preparation for and focus on engaging instruction and learning ends as the course design is concluding. Recognizing the key principles behind effective student and instructor engagement may add to the overall stakeholder experience in the online learning environment.

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